ANUAl AND COURSE OF STUDY 



LB 1561 
.T4 A3 
1919 



ELEMENTARY GRADES 



-rtJBLIC SCHOOLS OF TEXAS 



1919 



ANNIE WEBB BLANTON 

State Superintendent of Pubiic Instruction 




BILLETIN 105 



SEPTEMBER 1, 191 







ISSUED BY 

THE DEPARTMENT OF EDUCATION 
STATE OF TEXAS 




Gass--^ L) 



i-~ L) ( ^ ' C3 



Book. 



1 



MANUAL AND COURSE OF STUDY 

ELEMENTARY GRADES 

PUBLIC SCHOOLS OF TEXAS 

1919 



ANNIE WEBB BLANTON 

State Superintendent of Public Instruction 




BULLETIN 1 05 SEPTEMBER 1,1919 



ISSUED BY 

THE DEPARTMENT OF EDUCATION 
^ - STATE OF TEXAS 



r^ 



/^^J6^4^^^^^>5^ 



THE STATE DEPARTMENT OF EDUCATION 

Annie Webb Blanton, State Superintendent of Public Instruction 

DIVISION OF ADJIINISTRATION 

E. L. DoHONEY, First Assistant Superintendent 
Emma Mitchell, Second Assistant Superintendent 
Katharine Gray, Third Assistant Superintendent 

DIVISION OF HIGH SCHOOL SUPERVISION 

S. M. N. Marks, Chief Snpervisor 

Peyton Irving, Jr.; Hallie Jameson, W. B. Mikesell, Mary Jo Popplewell, 

Mrs. R. L. Ragsdale, Charles M. Rogers, Anita Whatley 

division op rural schools 

L. D. Borden, Chief Supervisor 

W. H. Bowman, W. E. James (Secretary), Mrs. Ella F. Little, 

Elfleda Little.tohn, T. L. Shepard, Carrie Bell Sterrett, 

Hattie Triplett, Georgia Walker 

division of negro schools 

L. W. Rogers 

DI^■ISI0N OF vocational education 

J. D. Blacicwell, Director of Agriculture 

C. L. Davis, Assistant Director of Agriculture 

J. H. Hinds, Assistant Director of Agriculture 

Agnes Ellen Harris, Director of Home Economics 

Lillian Peek, Assistant Director of Home Economics 

N. S. HuNSDON, Director of Industrial Education 

Dorothy Sells, Assistant Director of Industrial Education 

division of statistics 

Mrs. J. B. Gay, Statistician 

B. F. Lowrie, Assistant 

division of audits and accounts 

0. p. Basford, Auditor 

Amy t^. Allen, Assistant 

division (;f certification of teachers 

Selby Attwell, Certificate Clerk 

Alma Boothe, Assistant 

division of text book administration 

Minnie Lee Barrett, Director 

C. P. Rumph, Assistant Director 

E. L. Byrns, Mrs. R. L. Pillow, H. W. Sauer, A. S. Thweatt, 

Randolph Warren 

DH'ISION of correspondence AND SUPPLIES 

Mrs. Edith H. League, Correspondence Clerk 

Katie Belger, Anne McDonald, Fannie Medearis, Adeline Niles, • 

Hortense Osborne, Marguerite Quinn, Kittie M. Shands, 

Mrs. Pearl Smith, Vernon Stohl, Irene Tannehill, 

Stenographers 

state board of examiners 

T. G. Harris, Chairman and College Examiner 

Mary Moss Richardson r. j. Richet 

state board of education 

W. P. Hobby, Governor, Chairman 

Geo. F. Howard, Secretary of State 

L. W. TiTiife, Comptroller 

Annie Webb BLANx o j r , & tate. ^ ^Stiim'mt-»frdent and Secretary 

j UIVISIUIl Or UUOUkIcNTS 



\i 



^ STATE INSTITUTIONS OF LEARNING 

UNIVERSITY OF TEXAS 

Austin, Texas 

R. E. Vinson, President E. J. Mathews, Registrar 

AGRICULTURAL AND MECHANICAL COLLEGE 

College Station, Texas 

W. B. BizzELL, President Chas. E. Fkiley, Registrar 

COLLEGE OF INDUSTRIAL ARTS 
Denton, Texas 
F. M. Bralley, President Walker King, Registrar 

SAM HOUSTON NORMAL INSTITUTE 
Huntsville, Texas 
H. F. Estill, President H. L. Pritchett, Secretary 

NORTH TEXAS STATE NORMAL COLLEGE 
Denton, Texas 
W. H. Bruce, President A. C. McGinnis, Registrar 

SOUTHWEST TEXAS STATE NORMAL COLLEGE 
San Marcos, Texas 
C. E. Evans, President C. E. Ferguson, Registrar 

WEST TEXAS STATE NORMAL COLLEGE 
Canyon, Texas 
J. A. Hill, President Travis Shaw, Secretary 

EAST TEXAS STATE NORMAL COLLEGE 
Commerce, Texas 
R. B. BiNNioN, President L. I. Smith, Secretary 

STATE SCHOOL FOR THE BLIND 

Austin, Texas 

E. E. Bramlktte, Superintendent and Secretary 

TEXAS SCHOOL FOR THE DEAF 
Austin, Texas 
Dr. F, B. Shuford, Superintendent T. V. Archer, Registrar 

STATE ORPHANS' HOME 
Corsicana, Texas 
Odie Minatra, Superintendent Aaron Ferguson, Secretary 

TEXAS STATE TRAINING SCHOOL FOR GIRLS 

Gainesville, Texas 

Dr. Carrie Weaver Smith, Superintendent 

STATE JUVENILE TRAINING SCHOOL 

Gatesville, Texas 

Charles E. King, Superintendent John E. McDonald, Accountant 

STATE SCHOOL FOR FEEBLE-MINDED 

Austin, Texas 

Dr. J. W. Bbadfield, Superintendent 

PRAIRIE VIEW STATE NORMAL AND INDUSTRIAL COLLEGE 

(For Colored Youth) 

Prairie View, Texas 

J. G. Osborne, President 



PRESIDENT WILSON ON EDUCATION 

"The business man begins to see tliat education is a tiling of infinite 
usury; that money devoted to education will yield a singular increase to 
which there is no calculable end. an increase in perpetuity— increase of 
knowledge, and therefore of intelligence and efficiency, touching genera- 
tion after generation with new impulses, adding to the sum total of the 
world's fitness for affairs — an invisible but intensely real spiritual usury 
beyond reckoning, because compounded in an unknown ratio from age to 
age. Henceforward beneficence is as interesting to the business man as 
business is, indeed, a sort of sublimated business in wliich money moves 
new forces in a commerce which no man can bind or limit."— Woodrow 
Wilson. 



COMMITTEE 

The following Committee of Teachers gave aid in preparing the Course 
of Study: 

MISS LAURA ALLISON MISS CHESS 0. MASON 

MISS LILA BAUGH MRS. GRACE K. MAYNE 

MISS RUBY CURREY MISS FLORENCE MONTGOMERY 

MISS I^THERINE EANES MISS MARGARET REILLY 

MISS ELLEN MADDOX MISS MARY SECREST 



COMMITTEE ON INSPECTION, CLASSIFICATION, AND AFFILIATION OF 

HIGH SCHOOLS 

Annie Webb Blanton, State Superintendent of Public Instruction, Chairman 

E. J, Mathews, University of Texas, Austin 

C. E. Fbiley, Agricultural and Mechanical College, College Station 

Walkeb King, College of Industrial Arts, Denton 

C. A. Nichols, Southern Methodist University, Dallas 

C. E. Evans, Southwest Texas State Normal College, San Marcos 

G. F. WiNFiELD, Wesley College, Greenville 

B. B. CoBD, Superintendent City Schools, Waco 

A. L, Day, Superintendent City Schools, Commerce 

L. J. Bebry, Superintendent City Schools, Piano 

L. V. Stockaed, Principal Austin High School, Austin 

Nat Benton, Superintendent Nueces County Schools, Corpus Christi 



TABLE OF CONTENTS 

Page 

Use and Abuse of the Course, of Study ' 9 

Cla,ssification of Elementary Schools 11 

Basis of Classification 11 

Affihation 13 

Changes in Basis of Classification 13 

Organization of the Rural School 14 

Records 14 

The Daily Program,' 14 

School Activities 15 

Course of Study by Subjects and Grades 16 

Reading 16 

SpelHng ' 34 

Arithmetic 36 

Language 36 

English 40 

Nature Study, Geography, and Agriculture 48 

Physiology and Hygiene 58 

Physical Education 59 

Drawing '. 63 

Writing 63 

History 64 

Music 69 

Patriotic Work 80 

State Adopted Books 89 



USE AND ABUSE OF THE COURSE OF STUDY 

The course of study is intended to aid, but not to hamper, the teacher. 
In a state in which school conditions vary as widely as they do in dif- 
ferent parts of Texas, it is impossible to present a state course of study 
which, if followed rigidly, would secure uniformly good results. The 
plans 'of work set forth in this pamphlet offer, for the six months' 
school, a course which stresses the essentials to be taught to each pupil. 
To these are added, in the work mapped out for the seven, eight, and 
nine months' school, other details which will enlarge the knowledge 
and develop the powers of the pupils. 

It is a well known fact that our public schools are frequently ar- 
raigned on the ground that they teach nothing accurately. The col- 
lege excuses its shortcomings by pleading inadequate high school prep- 
aration; the high school points to the inefficient work of the grammar 
grades; these grades, in turn, lay the blame upon the primary teachers, 
who have no one to declare at fault save the parents of the children. 
Regardless of where the blame may Justly be placed, the fact remains 
that the public have a right to expect that a child who reaches the 
high school should have a certain degree of accuracy and_ efficiency 
in essentials without which high school progress is difficult, if not im- 
possible; that they have the right to expect that the child who cannot 
continue his education in school shall leave the elementary grades 
with a fair knowledge of the basal branches. After seven years_ of 
schooling, even in the"^ country, a child should have acquired, as a mini- 
mum, the ability to read intelligently, and the power to write legibly; 
he should, at least, be able to perform accurately arithmetical opera- 
tions involving the four fundamental operations, fractions and deci- 
mals; he should be able to spell correctly English words in common 
use; he should be able to write a few pages of a letter or other com- 
position without glaring errors of punctuation, grammar, or sentence 
construction. With these basic essentials, further progress is possible 
to the child, with or without a teacher. 

It is, therefore, recommended to teachers who follow this course of 
study that such omissions or additions be made as in their judgment 
may seem best for the individual school; but that in each school, how- 
ever short the term, definite progress should be attained in the essen- 
tials specified above. An exceptional teacher may succeed better by 
means not outlined in this course ; she should have liberty to give full 
play to her own initiative and originality; provided that, in the end, 
her pupils shall not show lack of progress in the essentials, whatever 
else they may have learned. 

This course of study, then, is planned for the guidance of the aver- 
age school under average conditions; it should not be followed slav- 
ishly; neither should it be altogether ignored. It should serve as a 
general plan to hold in unity, so far as is practicable and advantageous, 
the courses of study of the public schools of the state. 

It is recommended that the work of each grade be divided into two 
nearly equal terms, and that pupils be tested definitely as to their 
progress, both monthly and at the end of each term. 



10 State Department of Education 

The practice of excusing from examinations all pupils who make 
certain grades is of doubtful value. No pupil should be graded en- 
tirely on written tests, but all pupils should be required at times to 
pass certain tests which will require the calling up of all of their re- 
sources. As a preparation for life, these tests have value in develop- 
ing self-control and power to think and act under conditions of stress; 
as a preparation for work in more advanced schools, these tests are 
necessary. _ Many pupils fail utterly in high school and college because 
their previous training has not prepared them for intensive work. 

In this day of careful preparation of the pupil by the teacher for 
every difficulty in a lesson to follow, a word of warning should be 
uttered. Some intricacies should be left for the pupil to master alone, 
and his pride in independent achievement should be encouraged. The 
best schools are those in which the, pupils do not, at every ''turn, de- 
pend upon the teacher for direction. In the beautiful words of a re- 
cent author, 'Think not because the chrysalis struggles that it hath need 
of you ; oh, I pray you, stay your eager hand, lest you despoil its silver 
wings." 

All teachers in the state are invited to make suggestions as to any 
changes m the course of study for next year which they may deem 
desirable. Will you not examine carefullv the following plans'^ Will 
you not report to the State Department of Education as to whether 
you found it desirable to follow this course? If you made chano-es 
will you specify what changes you found advantageous and expfain 
why they were necessary? 



CLASSIFICATION OF ELEMENTARY SCHOOLS 

Durino- the next year, the Department of Education, through the 
Hi<yh Scliool and Rural School Supervisors, will attempt to make a 
cla'iilicatio]! of elementary schools of the State. The committee aid- 
ino- in the preparation of the course of study has made the followmg 
recommendations. These will be applied for one year. These details 
mav be modified, on recommendation of the teachers of the state, or 
on recommendation of the State Committee on Classification and Affilia- 
tion of High Schools and Colleges. These details will be used as a work- 
ino- plan f'or the beginning of a movement which seeks to advance the 
elementary' schools of the state as the work of classification and affilia- 
tion has caused the high schools to make progress. 

BASIS OF CLASSIFICATION 

1. Elementary schools embracing the work of the first seven grades 
shall be classified into schools of the first, second, and third class. 

2. The term of a first class school must be nine months ; of a second 
class school eight months; and of a third class school six or seven 

months. 

3. All teachers in first and second class elementary schools must 
hold certificates higher than the second grade, except that for the ses- 
sion of 1919-1920, one teacher holding a second grade certificate may 
be employed in such schools, provided said teacher has had at least ten 
years' experience.* Fifty per ceni of the teachers employed in third 
class elementary schools must hold certificates higher than the second 
grade. No school can be classified if its principal holds a second grade 
certificate. 

4. The value of equipment of an elementary school of the first class, 
exclusive of ordinary school furniture, shall average not less than 
$25.00 per room; of '^an elementary school of the second class, not less 
than $20.00 per room; of an elementary school of the third class, not 
less than $15.00 per room.** 

5. No elementary school of seven grades shall be eligible for classi- 
fication unless three or more teachers are employed. 

G. Three grades are the maximum , number that may be taught by 
one teacher in any elementary school eligible for classification; and, 
m such cases, the average attendance must not exceed twenty-five pupils 
per teacher. Two grades assigned to one teacher must be restricted in 
average attendance to thirty-five pupils; and one grade assigned to a 
teacher must not exceed an 'average attendance of forty-five pupils. 

7. The minimum value of the library of each elementary school 
when classified must average at least $5.00 per room, not including 
state-owned supplementary or basal text-books; but in order to retain 
its classification, there must be an expenditure of an amount each year 

*The purpose of this extension of time is to enable such teachers to secure 
permanent primary certificates. 

**It is expected that, in order to hold its classification as an elementary 
school of the first class, each such school shall add to this equipment each year. 



12 State Depaetmext of Education 

for library purposes equivalent to $5.00 for each room until a library 
has been procured of an average value of at least $25.00 per room, 

8. The minimum salary paid to any teacher of any classified ele- 
mentary school must be not less than $60.00 per month for the ses- 
sion of 1919-20, and not less than $G5.00 per month for the session of 
1920-21. 

9. Elementary schools, when once classified, cannot retain their clas- 
sification or raise it, without making of their teachers the requirement 
that each teacher shall spend at least one summer term in professional 
work at a normal school or college, not less frequently than once in 
three years. 

AFFILIATION 

Elementar}' schools may be affiliated with all high schools in the 
state which desire to be included in the state classification and affilia- 
tion. High schools unwilling to accept the state affiliation may with- 
draw from the state lists. Affiliation will be granted in each branch 
separately. A promotion card to any grade of an elementary school 
of the first class will admit a pupil to that grade in any elementary 
school of the first class in the state in the affiliated branches on which 
the pupil has credits. Pupils may be examined on branches in which 
the school has no affiliation. No school is required to accept such 
cards, but all such schools declining to accept promotion cards from 
other elementary schools of their class vdll be dropped from the state 
classification. Complaints showing faulty classification or affiliation 
will receive prompt attention. 

After classification and affiliation by the state, each elementary school 
should print on its promotion cards its classification and its units of 
affiliation. The card should also show the pupil's units of credit in 
his grade. 

CHANGES IN BASIS OF CLASSIFICATION 

The Special Committee appointed to consider the regulations gov- 
erning the Classification of Elementary Schools, as outlined in Bulletin 
105 of the Department of Education, pages 9 and 10, submitted at the 
meeting of the Committee on Inspection, Classification and Affiliation 
of High Schools, October 27, 1919, the following recommendations: 

In the Basis of Classification, page 9, under No. 3, we recommend 
that five years' experience be substituted for ten years' experience. 

In No, 4 we recommend the follo"\ving reading: 

''4. The value of equipment of an elementary school of the first 
class, exclusive of ordinary school furniture, shall total not less than 
$50; of an elementary school of the second class, not less than $40; of 
aji elementary school of the third class, not less than $30." 

In No. 6 we recommend that for three grades as tlie maximum num- 
ber for one teacher, the average attendance must not exceed thirty-five 
pupils per teacher, instead of tAventy-five. 

We recommend that the following be added to No. 7, or be made a 
separate caption : 

"The school rooms shall be supplied with modern standard school 



Manual and Course of Study for Elementary Grades 13 

furniture, adequate blackboards in reach of children, teacher's desk, 

etc." 

Under Affiliation we recommend the following reading : 

"Elementary schools may be affiliated with all high schools in the 
State wliich desire to be included in the State classification and affilia- 
tion. (New sentence inserted. See amendment below.) Affiliation 
will be granted in each branch separately. A promotion card to any 
grade of an elementary school of the first class will admit a pupil to 
that grade in any elementary school of the first class in the State in the 
affiliated branches on which the pupil has credits, provided that pupils 
who, after trial, show they are not properly classified may be re-classified. 
Pupils may be examined on branches in wliich the school has no affilia- 
tion. Complaints showing faulty classification or affiliation will receive 
prompt attention." 

For the present, the classification of elementary schools should be 
limited to those schools that do not maintain a first class high school in 
the system. (See amendment below.) 

After classification and affiliation by the State, each elementary 
school should print on its promotion cards its classification and its 
units of affiliation. The card should also show the pupil's units of 
credit in his grades. 

On motion, the Committee report was amended as follows: 

1. Add the following sentence after the first sentence mider "Affilia- 
tion" : "Elementary school unwilling to accept the State affiliation may 
withdraw from the State lists." 

2. For the second paragraph under "Affiliation," beginning: "For 
the present * * *," substitute : 

"The Classification and Affiliation of Elementary Schools is to be 
separate and distinct from that of high schools, and the classification 
and affiliation of one is not to be dependent on that of the other, in the 
same system." 

On motion, the report of the Committee was adopted as amended. 



ORGANIZATION OF THE RURAL SCHOOL 

A one-teacher school should not have in attendance more than forty 
pupils to the teacher. When this number is exceeded, another teacher 
should be employed, even though, the school term should thereby be 
shortened. In a one-teacher school not more than four grades can 
be taught efficiently. Where it is possible, in such schools, pupils who 
have advanced l^eyond the fourth grade should be transferred to neigh- 
boring districts able to employ several teachers. In sparsely settled 
regions, where this plan is not practicable, the teacher can only do her 
best, under the circumstances, to instruct the children enrolled in the 
various* grades. County school boards should so classify schools as to 
arrange for at least one strong county high school in even sparsely set- 
tled counties. Eecently passed laws providing for the consolidation 
of an independent district with another independent district in a city 
or town, or for one common school district with another, or for a com- 
mon school district with an independent district, and providing for the 
care of previous bond issues, should aid county superintendents and 
county boards in planning an efficient county school system, which shall 
give to each child of a county the opportunity to attend a good high 
school in his own county. 

EECORDS 

At the close of each school session each pupil should receive from 
his teacher a card indicating the work upon which he is prepared to 
enter at the next session. Each teacher should leave with the proper 
authorities a systematic record, showing clearly the standing of the 
pupils at the end of each session, and no teacher should receive the last 
month's salary until such record has been filed. 

THE DAILY PROGEAM 

The daily program should receive the careful thought and attention 
of the teacher. When once planned, it should have several weeks' test 
before final adoption for the session. After acceptance as the best plan 
possible under the conditions, it should be followed with regularity and 
system. Each program should allow one brief period for general in- 
struction each day to the whole school on such subjects as current 
events, civics, duties of patriotism or matters of general health and 
sanitation ; especially should systematic instruction in good manners 
and general courtesy be given in those discussions. Work in oral com- 
position and public speaking, including debates, may be arranged for 
in weekly exercises, including all except the very young children. 
]\[onthly spelling and debating contests ^vill be found interesting and 
valuable. If, to the daily program, are added specifications for weekly 
and monthly exercises of this kind, as well as such school entertain- 
ments as may be planned for the school year, much will be gained. 
Systematic achievement is more likely to result, as well as an increase 
of interest on the part of both pupils and patrons. In planning the 
daily program, it is well to use the morning hours for subjects which 



Man-ual and C0UE8E OF Study rorx Elementary Grades 15 

require the use of the reasoning power or unusual concentration of 
mind, and to set for the afternoon those requiring less effort and at- 
tention. A teacher having more than one grade should combine classes 
in those subjects where combination will not be disadvantageous. Be- 
fore filial adoption of the program each teacher, if in a rural school, 
should submit her program to the county superintendent for approval; 
if in a larger system, she should submit it to the principal or superin- 
tendent of the school in which she teaches. 

SCHOOL ACTIVITIES 

The school building and grounds should be the center of recreation 
and of social activities for the community. Each school should have 
not only its mothers' club, but also its fathers' club. Both mothers 
and fathers may be induced to take an interest and a part in the vari- 
ous school activities. The school may be made a comnnmity labora- 
tory and workshop, a forum for matters of public interest, and a source 
of amusement and entertainment. Athletics, oratorical contests, de- 
bates, singsongs, community fairs, and amateur plays will aid in arous- 
ing interest in the school and in awakening enthusiasm in the com- 
munitv. 



COURSE OF STUDY BY SUBJECTS AND GRADES 

READING 

Reading is beyond doubt the most important subject taught in the 
elementary schools, both because any considerable advancement in other 
departments of school work is impossible without the ability to read, 
and because it gives the power, through the printed page, of associa- 
tion with the great minds of all ages. 

The purposes of reading are: (1) to get thought; (2) to give pleas- 
use to others; (3) to get pleasure for one's self. 

The accomplishment of these purposes depends upon (1) the mastery 
of tools or mechanics of reading; (2) the ability to interpret the 
thought; (3) increased skill in expressive utterance. 

In good oral reading it is necessary that the child shall form the 
habit of sending the eye forward regularly to report new groups of 
words while the mind is comprehending and the mouth reporting what 
the eyes have passed over. 

The kinds of reading are (1) silent, (2) oral, (3) sight reading, 
(4) home or extension reading. 

Much more time should be given to silent reading in the school room 
than has been done in the past because this power is essential in all 
future development of the pupil. Silent reading is merely informa- 
tional. To read well silently, one must be able to summarize with 
some accuracy what has been gone over. 

Oral Reading is the measure of one's power and skill to give to others 
what he lias gleaned from the text. Study for word mastery and 
thought -getting precedes practice in oral reading. Oral reading should 
be judged by the following: 

1. Voice — tone and proper pitch. 

2. Clearness— articulation, enunciation, pronunciation. 

3. Expression. 

4. Reading rate. 

Phonics must be used constantly as a means to word mastery and 
for better speech control. 

Sight Reading is either oral or silent. It stimulates the pace of the 
eye and affords practice in grasping groups of words that contain units 
of thought. A sight reader should be able to give in his own words 
the sense of the matter read when sight-reading is silent. If the sight- 
reading is oral, he must get the sense himself and also cause his hear- 
ers to receive it. 

Home and Extension Reading. Much reading is a wise means of 
developing the power to read and of creating a taste and love for good 
literature. The public schools can render no single service that will 
be more beneficial to the public than to send out from its doors boys 
and girls who delight in good literature. When a child has acquired 
the reading habit, it is only a question of time until he will become an 
intelligent citizen. 



Manual and Course of Study fob Elementary Grades 17 

Supplemeniary Beading should be wisely clioseu. There should be 
both silent and oral procedure. In oral reading stress should be laid 
upon reading selections to a listening audience by individual pupils 
and upon dialogue reading. 

PRIMARY READING 

Primary reading must begin ^vith iJie reading of sentences as a 
whole. The child should not be allowed to start on even a short sen- 
tence until he has the entire sentence in mind and can give it as a 
complete thought. For this reason the first work whether from black- 
board or chart should be sentence work. These sentences should all 
be related so as to form a unit of thought — they should not be scattered 
sentences made merely to use words. 

This introductory sentence work will soon be followed by the word 
method; but even then the word drill should be separate from the 
reading lesson and the reading of the complete sentence should be in- 
sisted upon. The child must acquire early the power to master new 
words for himself. This necessitates systematic phonic work. Care 
should be taken to teach phonograms from words used in old lessons 
that can be applied in working out other words in new lessons. 

Primary reading should be in the simple natural tone of little chil- 
dren. During the first year the sentence should be the unit of consid- 
eration. During the third year the paragraph should be the unit of 
consideration. The second year is the period of transition from sen- 
tence to paragraph. If long sentences are difficult to handle, they 
should be separated into phrases and the phrases read as a whole; then 
they should be put together in complete sentences until the children 
acquire tlie habit of proper phrasing. 

PHomcs 

By the teaching of phonics pupils acquire independence in learning 
new words, and the ability to read a greater amount in a given time. 
Exercises in phonics develop the power of correct enunciation and pro- 
nunciation. 

The teaching of plionics should begin -with the teaching of reading, 
but at first should be a separate exercise. The two lines of work may 
be brought together as soon as practicable. 

The work may begin by sounding words slowly, and then asking the 
children to sound the word and tell what it is. This ear drill is of 
special value to the pupils in analyzing words into sounds, and also in 
getting the blend. 

Consonant sounds are taught firi^t, and then the short vowels in vari- 
ous phonograms, as an, at, eA, in, un, etc. 

When tlie children are able to get new words containing short vowel 
sounds, the long sounds should be introduced. 

By comparing words containing short vowel sounds with those con- 
taining long vowel sounds, the children should learn that final e pre- 
ceded by a single consonant makes the first vowel long; as fat, fate; 
■hat, hate; mat, mate. 

By the end of the first year the children should know the long and 



18 State Department of Education 

short vowel sounds, the more ordinary modifications of vowel sounds, 
and the consonant sounds with their modifications. 

Work for purity of sound, and do not blend until each sound can be 
given distinctly. 

Phonics should be taught in such a way that children will under- 
stand the meaning of the work, and realize that knowledge of the work 
will enaWe them to get new words for themselves. Great care should 
be taken to see that" the children use their knowledge of phonics in 
their reading. 

Perception cards and charts should be used in connection with black- 
board work. 

The consonant sounds are combined Avith word endings to build 
words, e. g., m-an, D-an, N-an, t-an, p-an. 

In the first grade, teach phonograms in the order in which they come 
in the adoptedspeller. In the second grade, review the work of the first 
year. Continue tlie exercise for the recognition of phonograms and com- 
bination of consonants. In this grade also teach phonograms in the or- 
der in which they come in the adopted speller. In the third grade the 
pupils should review the work of the preceding grades and continue 
phonetic work as introduced by the adopted text in spelling. 

In the adoption of a number of supplementary readers, it was the 
purpose of the Text-Book Commission to provide for a large and varied 
amount of reading matter, to the end that the teaching of reading in 
our schools might be improved, and that the reading habit might be 
cultivated in our .hildren. Besides the basal text, there will be fur- 
nished free to each grade two supplementary readers for each six 
months' school; three for a seven or eight months' school; and four for 
a nine months' school. 

A generally approved plan of using these readers is to have the child 
read the first ten pages or so in the basal primer; then the same num- 
ber of ^age? in each supplementary primer. These completed, the child 
takes up again the basal primer and completes the next ten or fifteen 
pages; he then takes the corresponding numl)er of pages in each sup- 
plementary primer. This procedure is repeated until the child has 
completed the primers. He then follows the same plan in taking the 
basal readers and the supplementary^ readers. 

Where a large amount of carefully graded material is desired, this 
plan can be followed in most of the elementary grades; but it is especi- 
ally advantageous in the first, second, and third grades. Advantage is 
gained in some of the upper grades by using a part of the supplc- 
n;cL!t?,ry reading for home work, and requiring the child to use in oral 
Ifinguage lessons the subject matter of selections read at home. Each 
teacher must bear in mind the fact that, while the teacher may choose 
some of the supplementary reading, each grade must use the basal 
reader and the set of supplementary readers adopted under the re- 
newed contract. (See pages 83, 8i.) This means that readers of these 
two sets must be com.pleted. It is not required that they shall be used 
in any definite order, but each child of each grade must read entirely 
tJnough the appropriate reader for his grade, of each of these sets. If 
these are used in the high division of a grade, they need not be used 
in the low division. But no other readers may be so used as to exclude 
these from full use. 



Manual and Coukse of Study for Elementaey Grades 19 
First Grade 

Start with blackboard or chart lessons using words from first ten to 
twenty pages in the primers. 

Bccrin reading from the books as soon as possible. (See model les- 
son below.) 

MODEL LESSON IN READING FOR BEGINNERS 

Aim: 

To teach the pupils to read a sentence as an expression of thought, 
and to add hall, tliroiu, catch, and roll to the vocabulary. 

Give a ball to the class. 

The teacher asks, "Who has the ball?" 

A pupil answers, "I have the ball." 

The teacher writes on the blackboard, "I have the ball." 

The teacher repeats the question several times and different pupils 
answer and read the answer. 

The teacher asks, "Who can throw the ball?" 

A pupil answers, "I can throw the ball." 

The teacher writes the answer on the board and repeats as above. 
The teacher then says, 'T am going to tell you with the crayon what 
to do with the ball," and writes, "Throw the ball." 

Pupils read the sentence. 

The teacher then proceeds in like manner with the sentences, "I can 
catch the ball," "Catch the ball," "I can roll the ball," "Eoll the ball." 

As many pupils as possible read all the sentences from the black- 
board. If a pupil hesitates, the teaclier should ask him the question to 
which the sentence is the answer. If he still hesitates, she should tell 
him the sentence. 

Then she should ask, "Where is the word that says hallf When the 
word is found she should write it on another part of the board, and have 
pupils find it in different sentences. 

She should then proceed in a like manner with throw, catch and roll. 
Then she should write the words, one at a time, erase them quickly, 
and have the pupils pronounce them both in concert and individually. 
If the wrong word is given, she should write it again and compare with 
the list. After drilling on all the words in this way, she should let the 
pupils find words in the list, pronounce them, and erase them. 

If the pupils are ready for print, the teacher should let the pupils 
open books and find the words they have been studying. 

If pupils are ready for writing she should let them write the words 
at the blackboard under her supervision. The word drill of this les- 
son may be given at the spelling period. This is a full lesson for a 
strong class. If necessary the teacher should take fewer words and 
repeat them in sentences. 

In taking primers and readers, the teacher should omit lessons that 
are too difficult. These should be marked for reading after the easier 
lessons are completed. 

The teacher should choose from all readers selections for systematic 
memory work and for dramatization. 



20 State Department of Education 

Second Grade 

.The facility in word calling and the power of expression which the 
pupil had at the close of the first year's work have largely slipped away 
during vacation and a few weeks can be profitably spent in review of 
first grade work. 

Selections should be read silently to get the thought, pupils having 
been previously assisted with unfamiliar words. A paragraph or part 
of a paragraph containing a complete thought should be expressed in 
the pupil's own words before reading aloud. 

The teacher should give attention to the modulation of the voice. 
The pupil should receive a lively impression of the thought presented 
in the reading, and he will gradually become able to give this as he 
receives it; that is to say, he will come to read naturally. 

Dramatization, posing, and acting the stories of the readers in all 
primary grades will add interest and' pleasure to the lessons and help 
in securing good expression. 

Third Grade 

The purpose of reading in the third grade is to enlarge the child's 
comprehension and to develop his power of interpretation. 

The child should recognize words readily and call them properly. He 
should be a])le to grasp the idea in phrases, the thoughts in sentences, 
and the full treatment of a thought in paragraphs. Eequire the child 
to master the words ; that is, to learn to spell, to pronounce correctly, 
and to use them. Eequire the pupil to tell in his own language the 
substance of the paragraph or of the story read. Such an exercise 
serves the purpose of language drill as well as of interpretation of the 
lesson in reading. Tr}^ to vary the work as much as possible. 

Continue to teach the use of the more common marks in punctuation 
found in the reading. Pay particular attention to the punctuation of 
the name of the person addressed, of the possessive forms, and of con- 
tractions. There should be frequent drills in articulation. 

Have pupils to learn memory gems. An occasional contest in repeat- 
ing memory gems will be useful. 

The teacher must give inspiration to the class by being interested in 
the reading. She should read to the children from the adopted reader, 
from the supplemental readers, and from the books in the library. She 
should also read poems to the class, for the emotional attitude of the 
pupil toward the matter being read has much to do with the thoughts 
aroused and the impressions made on his mind and character. ISTothing 
is productive of more lasting good in the acquisition of knowledge, and 
m the permanent expression of tnith in character, than the effective 
reading of a good poem. The reading of good stories may also be 
utilized as a means of awakening interest in reading lessons. 

The new difficulties that the pupil will encounter will appear in 
meeting new words. Drill in phonetics that he may be in possession 
of the instruments to work out his task independently. Teach the use 
of the dictionary that he may use it in the struggle with new words. 

Do not require formal definitions, but teach the meaning of words 



Manual and Course of Study for Elementary Grades 21 

by their relation to other words in the sentence and by nsing them 
properly in original sentences. . ,i , j 

Cultivate, if possible, the habit of home reading. Place m the hands 
of the pupils as much easy and interesting supplementary material as 
the pupil can read and enjoy. 

Do not allow pupils to fall into the habit of depending upon anyone 
to pronounce difficult words for them while reading. If many of the 
pupils halt and hesitate in their rpading, the lesson has been poorly 
assigned or poorly prepared. 

Put in the time in reading something withm the capabilities ot the 

class. , . XT X j-i 

Eequire sidit reading, using easv material. Keep m view that the 

aim in teaching reading is to interpret intelligently the printed page. 

Teach the pupil to break sentences up into phrases. Do not make the 

mistake of teaching the pupil to pause at commas and only at commas. 

The marks of punctuation are used to make clear the meaning and not 

to show necessarily the points for elocutionary pauses. 

Eeview the memory selections, and continue to increase the list of 

gems. 

Fourth Grade 

By the time the pupil has reached the fourtli grade he should be able 
to read with pleasure and profit literature suited to his age and advance- 
ment. He should be so interested in reading that he will call for books 
from the library. Yet there will be children in this grade who have 
not really learned to read. These children should have the teacher's 
most careful attention. If they are not interested because the subject- 
matter is unfamiliar or too difficult, the teacher must awaken an in- 
terest by telling stories, or by giving some supplemental work in which 
the child has a natural interest, or which is not too difficult. The slow 
pupil should have frequent opportunity to read. "Let his motor ac- 
tivity be utilized at this point by having him give expression in some 
fonn to that which he reads." Make specific assignments, and see that 
the work is within the pupil's power to accoin])lish and that it is ac- 
complished. As the literary element should predominate, emphasis 
should be given to the choice selections— those of literary power. The 
teacher should know the book. She should not feel compelled to use 
the subject-matter in the order laid down in the text, but should exer- 
cise her judgment, teaching the easy pieces first as far as practicable. 
Where a piece is found to have special reference to a given season of 
the year, or to a day of a certain kind as fair, cloudy, rainy, or smoky, 
the work should be planned so that the season or the day may give 
emphasis to the sentiment expressed in the selection. 

The tendency of the best modern teacher is to have a number of 
books read 07ice rather than one book a number of times. 

Induce pupils to read many good books. This is necessary to good 
reading. A good reader cannot be developed by using one text in each 
grade. The reading is most successfully taught that leads pupils to a 
desire to read good books. Make the substance of the lessons a perma- 
nent part of the pupil's self. Have some of the useful and beautiful 
thoughts of the book memorized. 



22 State Department of Education 

Lists of difficuU, words should be selected in advance and written on 
the board, the pupil being drilled until he is able to pronounce them 
readil5^ Particular attention should bo given to sight reading and 
phonics. 

In addition to the efforts made to teach reading from the readers, 
attention should be given to the pupil's power of interpreting his arith- 
metic, his geography, and his physiology ■ and hygiene. These books for 
this grade are essentially readers. 

Do not fail to encourage home reading by assisting the pupils to get 
hold of books that appeal to their tastes. A habit of reading good lit- 
erature now means much for the future progress of the pupil, to say 
nothing of his added pleasure. Someone has said that the pupil has 
been, up to the fourth grade, learning to read; and from that grade on 
he reads to learn. 

If there be those who still have difficulty in reading the text, give 
them as much personal help as possible. Select easier books, and have 
them to read long selections orally. Never allow the class to help the 
stumbling pupil pronounce difficult words. Do not pronounce them for 
the pupil yourself except in assigning and preparing the lesson. If any 
pupil cannot prou ounce the words given that occur in the selection 
which he is attempting to read, do not waste time with him on the 
particular assignment, but begin working on the difficulty patiently. 

Fifth Grade 

Require the pupil to prepare selections according to the "Study Hints" 
at the end of the "Child's World Eeader." Try to subordinate drudgery 
to the pleasure which the child may derive from reading. Encourage 
pupils to seek for beautiful expressions in the lesson and reward with 
praise successful rivalr}^ in this direction. Occasional contests in the 
repetition of lines memorized and in the use of words selected for a 
review lesson will be found helpful. 

An excellent review exercise is to permit each child to tell some story 
read during the month, and take a vote of the class as to which pupil 
related his story most effectively. 

Memory work and dramatization should be continued. Exercises in 
rapid silent reading and tests of accuracy should be a regular part of 
the work. 

Sixth and Seventh Grades 

_ At least one-half of the time assigned to reading should be given to 
silent reading. Sijent reading is for the purpose "of clearing up word 
difficulties, getting meaning from the printed page, and of training 
children how to study. It leads to cnnsfructive tliinking, which is a 
better proof of mastery of the thought than is often afforded by oral 
reading. 

Devices in Silent Beading 

1. Give a number of written questions and have pupils search for 
answers and write them. 

2. Have the children tell a passage or short story in their own 
words after reading silently. 



Manual and Course of Study for Elementary Grades 23 

3. Use selections containing information to be read silently and then 
have the class discuss them. 

4. Assign individual topics to be reported on later. 

5. A speed contest should be given occasionally to see who can read 
a certain passage most comprehendingiy in one or two minutes. 

6. Let the child ask questions of others in class after he has read 
a passage silently. 

7. Let the pupil choose and study a story to read to a lower grade 
class or an upper grade class. 

8. Let the pupils read silently and make questions to ask the class. 

Oral Reading Devices 

1. Assign to each pupil out of the lesson a special passage to be 
prepared for oral reading, or let the pupil choose his own passage. 

2. Work over in class with questions and explanations the most 
difficult passages, or those with strange expressions. 

3. In an oral reading match — one pupil reads until a mistake in 
pronunciation or a repetition occurs. At a signal the closest observer 
takes up the reading, and proceeds. 

4. Let the children read silently and report a story as a serial. 

5. In oral reading, have individuals read aloud with the class listen- 
ing but not following with the eye. Question the class for content 
later. 

6. Errors should be corrected and drill given unobtrusively. 

Drills in Beading 

1. Drill to secure word and speech control. 

2. Drill on sight words. 

8. Drill on phrases to establish word relationship and phrase unity. 

4. Emphasize articulation, enunciation, and pronunciation. 

5. Drill on sentences to give skill in fusing individual words of a 
sentence into a thought unity. 

6. Drill on phonetics to secure independent word mastery. 

7. Drill on phrase and sentence work to increase reading space by 
training the eye. 

DifHcuUies in Beading 

1. New words. 

2. Familiar words in unfamiliar meaning. 

3. Phrases that are puzzling. 
^1. Unfamiliar idioms. 

5. Sentences of complicated structure. 

6. Peculiar customs and institutions not found in the child's own 
environmerkt. 

7. Acts that are incomprehensible to the child. 

8. Situations and conduct that challenge and bewilder the child. 
These difficulties must be overcome and this can be done only by 

having reading preparation periods. 



24 State Department of Education 

SPELLING 

The course in spelling is here outlined as a branch separate from 
other studies; but really spelling ought to be taught in connection with 
eveiy subject. In other words, the terms used in each course, whether 
it be arithmetic, hJstor}^ or geography, should be learned in their nat- 
ural setting. In addition, therefore, to the words listed in the text- 
book for special study, the teacher should gather words from every 
source and drill on them until the pupils can spell readily all words 
that tliey use in their written work. Teachers of all grades are asked 
to read carefully note to teachers, pages iii-vii of text. 

FlEST Gr.ADE 

Spelling is of two kinds, oral and written. A generation ago the most 
of the spelling in the schools was oral. But since it was found that 
good oral spellers were often poor spellers when called upon to write, 
a swing of the pendulum to the other extreme began, and for a few 
years now in many schools almost all the spelling has been written. 
But as many of our words are spelled phonetically, and as the right 
kind of oral spelling is an aid to oral reading, it is agreed that both 
kinds of spelling should have place in the school. 

Written spelling should precede oral spelling, and should receive the 
major portion of tlie time set apart to that subject, for the reason that 
in after life tlie pupil will be called upon to write words, and not to 
spell them orally. 

The pupil begins to spell unconsciously, when he first tries to copy 
the words that have beeii given him. At first he may not notice that 
the words are made up of distinct parts. But when he does notice this, 
whether by accident or instruction, it is easy to teach him that each 
part or letter represents a sound of the voice, and that it is the blend- 
ing of these elementary sounds that produces the spoken word. He is 
now made to see that a given letter may represent several different 
sounds, and that these slightly different sounds are distinguished by cer- 
tain marks which occur above, below, or through the letter used. The 
teaching of these diacritical marks should not be postponed, but at least 
the long and the short sounds of the vowel should be taught, and the 
pupil thoroughly drilled upon them. 

Let the teacher watch her own enunciation. The way that she artic- 
ulates, syllabifies, and pronounces will influence the pupils quite as 
much as any rule she may teach. Probably the one thing that makes 
material improvement in our spelling so slow is the conviction that 
anyone can teach this branch and that spelling is one lesson which the 
teacher does not need to prepare. 

Many teachers begin written spelling of simple words fronr the read- 
ing lesson the first month. If this is done these words should first be 
presented from the blackboard. No child should be permitted even to 
copy new words until he has had these words presented under the super- 
vision of the teacher. The practice of writing the same word many 
times has nothing to recommend it. 



Manual and Coukse of Study foe Elementary Grades 25 
First Grade 

First Term: Adopted text to lesson 31 and words from the reading 

Igssohs 

Second Term: Adopted text through lesson 80 and words from the 

reading lessons. 

Second Grade 

First Term: Adopted text through page 51 and words from the 
reading lessons. 

Second Term: Adopted text, pages 54-80. Compile lists from 
other lessons and words most frequently misspelled. Visualizing the 
words helps to secure concentration and correct form. The teacher 
should make sure that the child understands the meaning of all words 
spelled. Include drill in diacritical marks. 

Third Grade 

New World Speller, First Book, pages 83-136. 

The numbered sections in the third grade are single lessons. Each 
teacher, knowing the power of the class, must determine how much 
time is necessary to complete the work satisfactorily. Make separate 
lists of words from language, arithmetic and geography lessons. Have 
the child make lists of" names of things used at home and at school, 
and learn to spell these names. Continue drill in diacritical marks. 

Fourth Grade 

Read carefully suggestions "On Teaching Spelling," in the New World 
Speller, Book 11. 

Use alphabetical arrangement of words in teaching use of the dic- 
tionary. Also familiarize the child with the most common diacritical 
marks. 

Note the appendix for necessary technical words in different subjects. 

Teach about five pages per month of Fourth Grade assignment in 
the New World Speller. 

Add lists of words from reader, language book, geography, physiology. 

Continue drill in diacritical marks, and show their value in using 
the dictionary. 

Fifth Grade 

Note suggestions in Course of Study for the Fourth Grade. See 
pages 185-186 in the text. 

Teach about five and one-half pages each month from assignment 
made for the Fifth Grade in New World Speller. 

Add lists of Avords from reader, geography, language, and history. 

Continue drill in diacritical marks'", and show their value in using 
the dictionary. 

Sixth Grade 

Train the pupil in the use of the dictionary. Review and use the 
diacritical marks. Occasionally have every word spelled and pronounced 



^^' State Depaktmext or Education 

ll o(i!^T'A ^1 ?' "^^^'^ ^'P'"^"^' ""^ ^ ^^^^e, have the words written 

thi?Tir^L?f " -^ ^'''' ""'"'^^ ^^°'^' ^^'-^-^^^ «^^eral days before. Vary 

boys a'aS.; ^.T^ T T'' ^''^' f°^^"^* ^^^^^' ^^^ ^^^'^'^ time^ 
Doys agamst girls. Sometimes a contest with another school or mm^ 

arouses interest and increases study '^°°™ 

Iveep in mind that to enlarge the pupil's vocabulary as a means of 

^tSt' ''"'''^ °' °''"^'"' '' expressing-: J^nHrthe 
i^tV^^ r^m.- New World Speller, pages 233-258. 

Second 2'erm: New World Speller, pages 258-280. 
Add lists of words from all other branches studied. 

Seventh Grade 

tio^^v!"^^"' '\^''^'] ^^'^^^^^^g as to articulation and pronuncia- 
tion-exacting not only with the pupils, but also with herself 

First Term: New World Speller, pages 281-306 

tdTlfstToTwo f T ^^"'if Ir^'"'' ^'^'' 30^-3^8' ^^d Appendix. 
Pni Of words from all other branches studied in these o-rades 

of tl^^'dicLnai;;^ '''-'^''' --'^' -^ ^^-- their value in tt use 
In the fifth, sixth, and seventh grades, the teacher will find helnful 
frequent drills m which pupils spell words, syllable W svlkble ro 
nouncing each syllable as spelled, and the whde^worLt the end ' TMs" 
good old-fash.oned metliod gives drill in syllabication and in ^honeti 
A knowledge of spelling is as important in the child's life as S 

Cnf Gi^to rM"l ^^ ^^* ft'' '"^^ spelling ;eri:d^f:r' the 
lessons. Give to this branch regularly ample time on your program. 

ARITHMETIC 

First Grade 

There are at least five steps in the process whereby a child obtains 
complete possession of a number fact. 
1- To develop it. 

2. To express it. 

3. To apply it. 

4. To memorize it. 

5. To use until its use becomes automatic. 

Suppose, for instance, that the child has reached that sta^e ir, >,ic 
work where he needs to know how many 3. andTare It wHl not do 
o7thZllf::uT\r- '^^^' '-''- ^^'^^^^''^ .^t^tenLt^'hrt'lhfsum 

After he has learned that 3 and 4 are 7 it is still necessary that he 

should know t^ie symbols by which the fact may be express^ ' '' 

In the third place, he must be able to apply the truth to the prac- 



Manual and Course of Study for Elementary Grades 27 

tical affairs of life. He may be able to tell you that 3 and 4 are 7, 
and yet not know how many marbles he would have if he had 3 and 
someone 2'ave him 4 more. tx • i. i 

Furthermore, he must commit this fact to memory. It is not enough 
that he should be able to find it out. ^^ xi ^ i 

Lastly, he should make this truth so much a part of himself that he 
will not 'be conscious of giving a separate thought to it. The mere 
combination of 3 and 4 should suggest 7, just as the letters c, a, and 
t suo-gest "cat," without reference to the letters separately. 

The taking of- these five steps may be scattered over a term of years, 
and yet all are necessary to the perfection of the work. No one of 
them can be omitted or slighted without allowing the whole work to 

suffer. 

The earliest development work should be based upon counting. The 
idea of comparison should always be present to re-enforce that of count- 
ing. The Speer blocks may be used to advantage by way of sugges- 
tion; but simple counters which the child may himself handle will be 
found indispensable. 

It is a matter of economy of time to teach the four fundamental 
processes in one. They are 'in reality only four different methods of 
expressing the same truth. 

The truth may be expressed in any one of the following ways: 

3-f34-l=7 

2X3+1=7 

7_3_3_1=0 

7^3=2 (1) 

The last given should be read thus : "From 7 I can take 3 two times 

and have 1 left." j_ ^ . x. 

The first two weeks of school may be used to find out what number 
facts the child already knows. We should avoid useless repetition. 
Most children can count to five before they enter school, while some 
can count much farther. In most instances, however, they have not 
taken the second step in the number process ; namely, they do not know 
how to express the facts they know. In such cases, this second step 
should be the first one taken up. 

However, care should be taken not to introduce the symbol too soon. 
The teacher should be sure that the idea is present before giving the 
symboJ for the idea. 

The third step in the process — namely, the application— should not 
be neglected. The telling of number stories will be helpful for this 
purpose. These should at first be oral. Later on they may be written. 

The number work may be profitably founded upon the construction 
work. In any event, it may be largely reinforced by it. 

The First Half of the School Year 

The teacher uses First Journeys in Numberland as guide, pages 7-80. 
Combinations from 1 to 10. 

Within these limits the first three steps should be fully taken, the 
fourth should be well begun, while the fifth will be hardly started. 



^8 State Department of Education 

The Second Half of the School Year 

First Journeys in N"umberland, pages 81-120. 

This work should review that of the first half and continue it from 
11 to 18. The fourth step— that of memorizino— should receive addi- 
tional stress. In fact, the bulk of this term's w'ork, so far as difficulty 
IS concerned, consists in memorizing the forty-five fundamental facts 
o± addition. Along ^vith this the other three fundamental processes 
m arithmetic should be taught up to 18. 

The subjects of enumeration and notation should be begnin in this 
term. They should be based upon concrete work. Let the child see 
that when he trie? to hold ten splints separatelv in his hand he can- 
not conveniently do so. It is more convenient for him to tie the ten 
splints into one bundle and then begin anew. Let him see that the 
ver}^ system of writing 18 shows that he has one bundle and two sep^ 
arate things left over; that 2-1 indicates two bundles of 10 each, with 
4 left over. 

During- this term the idea of the simplest fractional parts should 

be taught. Some of these stories should be written. An application 

should be made of every fact learned. 

The following suggestions arc from Myers & Brooks: 

"Count things; learn number names to one hundred; begin to learn 

standard units. ° 

"Combine and separate numbered things and objects 
"Begin independent knowledge of forms; three-sided, four-sided 

ngures. 

^^Write and read one and two-figured numbers. 

«l''''^® T""^- '''''''^ '^'*^' figures, ^counting by I's, 2's, lO's, 5's and 3's. 
Kead the sign +, 'and-; =., ^are'; — , 'less.'" 

Both the first and second grades will find the drill work enlivened 
by the use of games. Spinning the arrow, ten pins, whirling the 
platter, and various races and guessing games, enable the children to 
become fannhar with the forty-five combinations and the facts of mul- 
tipJication. 

Second Grade 
First Half of the Year 

Put First Journeys in Cumberland in the hands of pupils BeHn 
at page 80 and re^dew rapidly to page 120. Complete the book. 

^supplementary Avoi-k from other sources. 

Drill especially on the 45 number combinations. The use of lar^e 
number cards for this purpose will be found helpful. Then teach the 
child to form large combinations in addition from the smaller ones 
which heabeady knows. Give much tablet work and blackboard work 



7 


17 


27 


37 


67 


87 


97 


9 


9 


9 


9 


9 


9 


9 



Teach the child that wherever he finds a combination of 7 and 9 the 
sum will always end in 6. Teach him that if he does not know the 



Manual and Course of Study for Elementary Grades 29 

sum of 67 and 9 he is to find out by thinking of the sum of 7 and 9. 
If he knows this, he knows all the other sums asked for. Absolutely 
forbid the practice of counting on fingers or with other objects after 
the child has once learned the 45 elementary combinations. 

Continue simple concrete work in Arabic notation and nmneration. 
Teach the writing of numbers in Arabic up to 1000, with addition of 
short columns. ^ 

Teach the Roman notation of the first ten numbers. 

Teach simple subtraction — that is, subtraction that does not include 
the reduction of a unit of higher order. 

Teach pupils to count rapidly to 50, by numbers from 1 to 12. Have 
the facts thus learned memorized and tabulated. Use some concrete 
number relation to apply to each group of numbers. For instance, in 
teaching the 2's teach the number of pints in a quart, and the num- 
ber of cents it takes to buy a stamp for an ordinary letter. 

Use these facts on drilling on the work. For instance, ask how 
many pints in 7 quarts, how many cents will it take to buy stamps for 
8 ordinary letters. In drilling on the 3's use the number of feet in a 
yard. During the term the child should gradually be taught these 
measures and their relations: pints, quarts, gallons, nickels, dimes, dol- 
lars, inches, feet, yards, days, weeks, months, dozens. Wherever prac- 
iicablo, the child should be taught these measures by seeing and handling 
them. 

Extend the teaching of simple fractions to include 1/5 and 1/6. 
Enable the children to see concretely such relations as the quality 1/2 
■and 2/4, 1/3 and 2/6, etc. 

Teach the analysis of multiplication in such problems as this: 

If one pencil costs 6 cents, what will seven pencils cost? 

Teach also the analysis of fractional division, in such problems as 
this: If 4 oranges cost 20 cents, what will one orange cost? 

Second Half of Year 

Continue work of the grade below until it shall include 100. Con- 
tinue and extend the drill on multiplication and division tables from 
H to 8, inclusive. 

Extend Arabic notation to include numbers of four orders, and 
Roman notation to include 20. 

Introduce compound subtraction — that is, the subtraction which in- 
volves the reduction of a unit of higlier order to units of a lower order, 
as in the subtraction of 19 from 37. Make this work as concrete as 
possible. Let the child see that what he really has to start with in 
this instance is 3 bundles of 10 each with 7 single ones left over. He 
•must take away one bundle and 9 ones. In order to do this he must 
first untie one of his bundles, thus making with the 7 loose ones 17. 
From these he can take away nine, leaving 8. He can then take away 
one of the two bundles remaining, leaving one bundle, with the 8 loose 
ones, making 18 in all. 

Teach multiplication Avith multipliers of one digit. 

Toward the latter part of the term take up the process of two step 
•analysis, first giving each step separately. For instance, begin with 
«uch questions as these : 



30 State Department of Education 

If 4 pencils cost 12 cents, what will one pencil cost? 
. Then what will 7 pencils cost? 

A little later these two may be combined as follows: 

If four pencils cost 12 cents, what will 7 pencils cost? 

Where such problems seem beyond the child's reasoning poAver, the 
teacher should teach the mechanical processes thoroughly and not dis- 
tress the child with this inability to reason at this tender age. 

Third Grade 

First Month: Eeview pages 23-90, giving special attention to pages 
23, 39, 41, 48, 52, 55, 56, G4, 65, 70, 88 and 89. 

Second Month : Pages 91-101. 

Third Month: Pages 102-112. 

Fourth Month: Pages 113-123. 

Fifth Month: Pages 124-135. 

Sixth Month: Pages 136-147. 

For seventh, eighth and ninth months, use topic indicated in the 
above outline, giving more advanced problems and using larger num- 
bers in the fundamental processes. 

Make much use of mental arithmetic. 

Text: Essentials of Arithmetic for Primary Grades. 

Suggestions for Fourth, Fifth, Sixth, and Seventh Grades 

"Arithmetic is man's lirst great step in the conquest of nature. 
Arithmetic is the first tool of thought that man invents in the work of 
freeing himself from the thraldom of external forces. N"umber makes 
possible all the other sciences of nature that depend on exact measure- 
ment." — William T. Harris. 

The course in arithmetic aims to establish correct notions regarding 
numbers and their relations as well as to produce habits of accuracy 
and rapidity in computation. 

The chief purpose of the first four years is to master the four funda- 
mental processes— Addition, Subtraction, Multiplication, and Division. 
The remaining years are to fix more firmly these fundamentals and to 
develop the thinking and reasoning powers of the pupil, and above all 
to enable him to apply the fundamenta] processes in the practical affairs 
of life. 

Oral work in evei-y subject is important, and in none more than in 
Arithmetic. Not i day should be passed without it. The mind should 
be reached through both ear and eye. It is a good idea to allow the 
pupils themselves to prepare and dictate problems for oral solution. 

Actual measurements of distances, surfaces, and soHds, as far as con- 
venient, should be made, and actual business transactions conducted. 
These exercises tend to vitalize the subject and to correlate it with the 
affairs of evers^day life. 

Short methods should be introduced only after the pupil understands 
the general method. Encourage short methods in the higher grades. 

Arithmetic work in every grade should begin with some "review of 
the work of the grade preceding it. This, however, should not be the 



Manual and Course or Study for Elementary Grades 31 

»)nly review used. Every day's work should include some review of the 
work the day before. 

The work of every grade should be built directly upon some work 
preceding it. Children often have trouble in Arithmetic, not because 
of its inherent difficulty, but because they lose the connections. 

All arithmetical work should be taught analytically. The repetition 
of a formula or the memorizing of a meaningless rule can never result 
in good. The rule or the formula should not be given until the process 
is already understood. 

A foundation of concrete work should be laid wherever possible. 
Especially is it true with common fractions. The things which the 
child can see will remain with him. 

Many portions of arithmetic can be mastered only after continued 
practice, and the only practice which really helps the pupil is the prac- 
tice which he himself has. Practice gotten by the teacher or by some 
other pupil will not answer his purpose. 

Every arithmetical problem should, after it is solved, be explained 
orally by some pupil. 

If pupils are taught to read over all problems carefully and to visual- 
ize them before attempting to solve them, many of the difficulties will 
vanish. 

No written solution of an arithmetical problem can be a good one 
unless it has five characteristics. It must be : 



1. 


Correct. 


2. 


Short. 


3. 


Logical. 


4. 


Explicit. 


5. 


Neat. 




Model Lesson Plan 


1. 


Aim. 


2. 


Eeview knowledge in hand. 


3. 


Materials. 


4. 


Development. 


5. 


Application. 



Note. — The essentials as they are indicated for each grade should 
be covered in a six months' school. The school of longer term should 
give extra drill and additional application in all these essentials. 

Omit the following: G.C.D. and L.C.M. of larger numbers, fractions 
with large denominators, compound and complex fractions, Troy weight, 
apothecary's weight, fluid measure, surveyor's measure, etc., cube root; 
partial payments in the form of state rule, compound proportion, com- 
pound interest and annual interest. 

Fourth Grade 

ES':seniials: 

1. Four fundamentals. 

2. Long Division. 

3. Primary development of fractions. 

4. Simple everyday problems. 

Aim. — To make pupils as nearly accurate as possil)l(' in the funda- 
mentals. 



32 State Department or Education 

Suggestions 

Eeview multiplication and division, using larger numbers. In prob- 
lems be sure that the pupils understand mentally the problem before 
trying to write the process. Problems should not involve large num- 
bers, but numbers of such a nature that the thought may be centered 
on the solution. Give much drill work in long division; also emphasis 
should be given to rapid addition, subtraction, and multiplication. If 
the pupils have trouble with the tables studied in the preceding years, 
give a review necessary to enable them to know instantly any of the 
multiple combinations that they shall find in their Avork. Facility iii 
reading and writing numbers should be acquired here. 

Teach neatness in form. See to it that the pupils make accurate 
figures and that they place them in proper alignments. 

Eeview terms such as addition, sum, remainder. Insist on pupils 
familiarizing themselves with these terms by constant use. It is not 
too much to expect the children to know thoroughly all the terms and 
signs employed in solving problems involving the four fundamental 
operations. 

The essentially new feature of this term, is development of the idea 
of fractions. The work of establishing fractional concepts clearly in 
the pupils' minds and applying these fundamental operations to frac- 
tional numbers is to be begun. Do much of the work orally before be- 
ginning the written exercises. 

The work in common fractions should be confined to fractions that 
are needed in ordinary business. 

Daily oral drill should be given, bearing on the lesson for the day. 

Text : Essentials of Arithmetic, .Primary Book, pages 147-222. 

Mental Arithmetic, Everyday Arithmetic, Gilford. 

Fifth Grade 

Essentials 

1. Common fractions. 

2. Denominate numbers. 

3. Simjile everyday j^roblems. 

4. Drill in fundamentals. 

Suggestions 

Do not tire of repetition of the work of the preceding years. The 
number combinations sliould be reviewed with longer and more diffi- 
cult problems. Yet do not overdo this kind of work, but drill in fig- 
ure handling in the fundamental process applied to integers and also 
to fractions. Teach the pupils how to check results in addition, mul- 
tiplication, subtraction, and division. 

The essential feature of the work of this term is a continuation of 
the work in fractions and in mixed- numbers. Some objective work will 
assist in the treatment of fractions, but it should be dispensed Avith as 
soon as possible. Do not require pupils to give elaborate explanations. 



Manual and Course of Study for Elementary Grades 33 

Teach first the manipulation of numbers, striving to make pupils 
thorough in the four operations in the field of common fractions. In 
sol vino" problems, invohdng these mechanical processes, teach the pupils 
to foi-in a mental analysis before trying to handle the figures in the 
solution. 

After reviewing the fundamental operations with integers, a better 
conception of the meaning of common fractions and of decimals should 
be striven for. The study of factors and multiples should receive a 
share of the time, and the denominate tables should be developed con- 
cretely and memorized. The teacher should make an effort, not only 
to review the topics slightly touched upon in the lower book, but to 
gain power in the process of arithmetic. 

Continue Mental Arithmetic as in the Fourth Grade. 

Text : Essentials of Arithmetic, Primary Book, page 223 to end. 

Essentials of Arithmetic, Grammar School Book, page 1 to page 104. 

SisTH Grade 

Essentials 

1. Denominate numbers. 

2. Decimal fractions. 

3. Percentage — bills and receipts, discount, profit and loss, commis- 
sion. 

4. Simple interest. • 

5. Drill in common and decimal fractions and the four funda- 
mentals. 

6. Simple everyday problems. 

Suggestions 

If real progress is being made in arithmetic, it ought to show in the 
last years of the course in arithmetic. The pupils by the close of the 
third year have been led by objective or concrete methods to understand 
something of the fundamental processes of arithmetic and have ac- 
quired the habit of forming combinations of numbers automatically to 
include all combinations that can be formed with single figures. On 
this knowledge as a basis, the processes with integers have been ex- 
tended to common fractions and to decimal fractions. Now the pupils 
should be able to apply mth facility, in these new fields, the funda- 
mental operations. 

So the task for the teacher of the sixth grade is to train in speed and 
accuracy. Of course, drills in review of the principal features of the 
work of the preceding years will be necessary. However, the prime aim 
of the teacher should be to train for accuracy and speed. Teach the 
pupils to estimate the result of the problems before they attempt the 
mechanical solution. After solving the problem, they should check the 
result with their mental estimate. Many a practical farmer or busi- 



34 State Department of Education 

I 
ness man can estimate the result of a problem with a surpising de- 
gree of accuracy. The amateur at figures arrives at ridiculous conclu- 
sions without the slightest surprise because he has not formed the habit 
of making reasonable estimates of results. This kind of practice will 
do much towards making arithmetic rational and will do much towards 
attaining accuracy in the work of this grade. 

In this term's work, a new view of denominate numbers should be 
taken on the basis of what has been given the pupils in the preceding 
years. 

Deal with percentage and interest in a practical manner. Enliven 
the subject by securing business forms and problems that have actually 
arisen in business transactions. Make the work vital by bringing the 
work of the clasas-room into touch with the experience of the pupils. 
Have pupils make problems connected practically with their own lives 
and with the business of their fathers. Mental arithmetic to be given 
each month should have direct bearing on the topics taught that month. 

Text: Essentials of Arithmetic, Grammar School Book, page 105 to 
page 258. 

MENTAL ARITHMETIC 

Everyday Arithmetic, Gifford. 

In using the text the teacher should make such omissions as com- 
mon sense and her kjiowledge of the mental powers of the class may 
dictate. 

Seventh Grade 
« 

Essentials 

1. Short methods for work previously taught. 

2. Percentage — review. Make automatic a knowledge of the im- 
portant per cents on page 328. 

3. Application of percentage: 

(a) Discount. 

(b) Banks and banking — promissory notes, loans, bank dis- 

count, drafts, exchange. 
4; Civic and business relations — taxes, tariffs, insurance, inve.'^t- 
ments, corporations, stocks and bonds, square root, mensuration. 

Suggestions 

The course of study for the seventh grade includes a review of the 
four fundamental processes, involving integers, common and decimal 
fractions; percentage and interest; ratio and proportion; square root. 

Numerous omissions are being recommended in the subject matter of 
arithmetic. Some of these omissions are : Greatest common divisor 
and least common multiple of large numbers; fractions with large de- 
nominators ; compound and complex fractions ; Troy weight : apothe- 
cary's weight, and fluid measure, surveyor's measure, etc.; cube root; 
partial payments in the form of state rnle; compound proportion; com- 
pound interest, and annual interest. 

It is desirable that some instruction in the use of the graph should 



Manual Axn Coukse of Study por Elementaey Grades 35 

be given pupils of the seventh grade. Newspapers and magazines make 
frequent use of this device to show the relations between magnitudes. 
The topic ma)'- be introduced by showing the pupils how to represent 
the daily attendance. Topics of general interest that are easily graphed 
are : The growth of the population of the city or county in which the 
pupils live, record of attendance, government reports, etc. 

The introduction of the algebraic equation will be found of great 
help in simplifying the work of this grade, and the teacher, should en- 
courage the pupils to use the equation wherever practicable. Problems 
of percentage, interest and mensuration lend themselves readily to solu- 
tions by means of the algebraic equation. 

There is a tendency to supplement the work in mensuration with 
some elementary geometry. The purpose is to acquaint pupils with the 
use of the straight edge, compass, triangle and protractor, and to de- 
velop the powers of observation and intuition as applied to geometrical 
forms. The pupils should be taught the meaning of such terms as per- 
pendicular, right angle, parallel, bisector, etc. They should be re- 
quired to construct: A line perpendicular to another line, an angle 
equal to a given angle, right triangles, equilateral triangles, etc. 

In beginning the seventh grade arithmetic, test the pupils in com- 
mon and decimal fractions. If pupils do not understand these pro- 
cesses, make a careful review of these topics. If they understand but 
are slow, or inaccurate, spend a week or two in strenuous drill. 

Study the different cases of adding fractions; of subtracting, multi- 
plying, and dividing fractions. Insist upon accuracy and thoroughness 
at all times. Make a knov/ledge of percentage thorough; then interest 
will be easy. Base problems in interest on practical, everyday business 
affairs. The pupils may be permitted to work for the answer. It is 
important to get the correct result, but correct reasoning based on cor- 
rect hypothesis is also important. To '*get the answer'^ by an incorrect 
course of reasoning is valueless. Correct reasoning to correct results is 
the "answer"' desired. To discriminate between correct and incorrect 
statements and ratios, to handle the familiar facts with rapidity and 
accuracy are desirable mental achievements that come from correct 
teaching of arithmetic. The teacher of arithmetic should always strive 
to use terms and statements with the greatest accuracy. The written 
work on blackboard or paper should conform to the laws of the lan- 
guage, and should be so stated and arranged that the work can be fol- 
lowed easily by one who examines it. Correctness should become 
habitual. 

Follow the text, but supply original problems and problems from other 
text-books. A common fault is a failure to require enough practice 
work. To direct the class in thinking the problems through is but 
half the task; to have them work out in detail a great many similar 
problems is the other half. This last part in indispensable. Otherwise 
it will be found +hat much of the instruction given by the teacher has 
been without result. 

Let the pupils know that school work has become at last a serious 
business. Plenty of good hard study, pleasantly but invariably re- 
quired, is a great moral force, in the school room and out of it. 

Percentacre and interest should receive their final review so that the 



36 State Department of Education 

pupils may solve any ordinary practical problem. Bank discount, and 
foreign exchange should be made clear to the class by examining the 
business forms used by the banks. The pupils should be taught the 
underlying principles of the metric system and should be shown the 
simplicity of it. A suflBeient number of problems illustrating the use 
of the tables should be given to impart an understanding of the system. 
The work in mensuration should be applied to practical and real prob- 
lems. The. actual measurements should all be made by the members 
of the class. Teach square root by using the algebraic formulas. 

By the time the pupil has reached this grade, it is hoped that the 
fundamental operations have been so thoroughly mastered that his mind 
is practically free to devote itself to the solutions of problems rather 
than to the performance of the operation. The solution of a problem 
involves knowing what to do, and the doing of it should be a minor 
factor. Give a great deal of drill in interpreting problems. 

Adopt a form, providing in one place for the analysis of the prob- 
lem and in another place the computation. In the first part, place 
emphasis upon the accuracy of the thought processes; and in the. other, 
upon accuracy of computation. Solve many problems of moderate diffi- 
culty to the neglect of a few extremely hard ones. Instead of requiring 
pupils to solve problems according to a set form, encourage his original- 
ity and individuality by pennitting flexibility in the analysis of prob- 
lems. The number of distinct principles in arithmetic is small. In- 
stead of teaching many rules and definitions, spend the time in leading 
the pupils to grasp the underlying principles of the subject. 

Introduce the pupils to some of the modern methods of transacting 
business, and exliibit for the benefit of the class bank forms, such as 
deposit slips, checks, drafts, and notes. Direct attention to savings 
banks, trust companies, and postal savings system. 

Practice in mental arithmetic should be given daily. 

Text: Essentials of Arithmetic, Grammar School Book, page 259 
to Supplement. 

Everyday Arithmetic, Gifford. 

LANGUAGE 

"Language is not speech alone, it is the communication of ideas." — 
Gesell. 

There are many types of successful" language lessons, for which 
games, stories, home life, nature study, and daily happenings furnish 
suggestive themes. 

_ Choose attractive subjects that will arouse interest, promote discus- 
sion, and awaken thought and feeling. 

Gesell in his "Normal Child and Primary Education" gives many 
ver}^ helpful suggestions in the chapters on Language, pages 172 to 
180, inclusive. 

No other exercise is so helpful in training a pupil to stand up and 
talk as the reproduction of stories. However, the pupil should be care- 
fully guided in this and taught to tell the story in a creditable manner. 

Too often the teacher merely listens to a stor}^ retold without teach- 
ing the pupil how to tell it. Another advantage from such an exer- 
cise, if the stories are well chosen and well told by the teacher, is an 



Manual and Course or Study for Elementary Grades 37 

increased culture for the child through filling his mind with beautiful 
thoughts and enlarging his vocabulary. If the pupil m retelling uses 
some expressions of the author or teacher, naturally he shows an en- 
richment of his thought life and his vocabulary. ^ „ ^, ■„ 

The work in language should be one with all the rest of the pupil s 
school work. The main task of the first two grades on the formal side 
of language is to develop and fix the sentence sense, and very early m 
the school life the pupils should be led to frame their answers and 
statements in complete sentences. In the third grade the elementary 
idea of the paragraph is to be introduced. After iH^^stration from the 
reader, the teacher by skillful direction will be able to lead the pupil to 
arrange his fund of facts on some definite topic in logical order. This 
of course must be done almost wholly in oral work. In tact, ^^ntii a 
pupil learns to paragraph in his oral composition, he will never be able 
to produce a well arranged written composition. 

Pupils should memorize something each week. The many memory 
gems and short poems of Stevenson, Field, the Gary sisters, Longfellow, 
James Whitcomb Riley and others at the command of the teacher fur- 
nish plentiful material. . » . , -.i. 

The Art Literature Readers offer a rich collection of pictures with 
an interesting appeal to children. They also furnish excellent means 
of teaching the use of capitalization and punctuation. 

Character building should form an important part of school work, 
and we have no better medium to impart such training than the weU 

selected story. 

■Rible stories are invaluable in teaching ethical truths to children. 

But probablv more potent than outlines and pictures and stones and 
corrections is the language that the teacher speaks from day to day, m 
dud out of recitations, in the room and on the playground. _ _ 

Finally, keep in mind that the use of correct forms is a habit. It is 
of verj^ little use to correct errors in the language class, if errors made 
in other classes be not challenged. Therefore the pupil's language work 
should be correlated with all the rest of his school work. Every school 
exercise should, in some degree, be a lesson in language. 

The language work should be under the direction of the teacher dur- 
ing the entire year. A copy of some suitable outline primary lan- 
guage should be in the hands of the teacher. 

First Grade 

First, Second, and Tlnrd Months 

oral language 

Encourage children to talk freely about things that interest them. 
At first it may be necessary to ask questions about the topics. _ Always 
have answers given in complete statements, except where this would 
check interest or cause mechanical replies. Always have questions so 
related that the answers taken together form a united paragraph. 

Teach Mother Goose rhymes and appropriate poems. Read stories 
to the children and let them reproduce the tales. Dramatize familiar 
stories. Study pictures and let the children tell the stories that they 
represent. 



38 State Department of EDrcATiON" 

Drill on correct forms of speech commonly misused by having chil- 
dren give sentences using correct forms. Games as given in many 
books on language are an excellent means to this end. 

Games may also be made a means of training in good manners. 

Fourth, Fifth, and Sixth Months 
written language 

Have the children write simple sentences expressing their own 
thought. These sentences must be very simple at first because the 
child's written vocabulary is small. Such sentences as, "I have a dog"; 
"I see my dog"; "My dog can run." 

Write questions on the blackboard and have children write the an- 
swers. These questions should all be about one topic. Teach the cor- 
rect capitalization and punctuation as a part of the sentence. Have 
children write independently several sentences about one topic. Teach 
them to indent the first sentence— to make a paragraph indention. 
Have the children write their own questions and answers about one 
topic. 

In all this work teach matters of form : 

CAPITALIZATION 

The first word of the sentence, proper names, including names of 
days of the week and months of the year. 

PUNCTUATION 

The period, at the end of the sentence, and after common abbrevia- 
tions, and the interrogation point. 

Seventh, Eighth, and Ninth Months 

Amplify work given for previous months. 

Teach pupils to write a short story or fable on the blackboard. Have 
the class read this silently; then erase, and let the children reproduce 
it orally. 

Continue story telling, dramatic and memory work. 

Let children write letters, using a ven^ simple form. See Our Lan- 
guage, First Book, page SO. 

Second Grade 

The language work of the second grade is a continuation and en- 
largement of that given in the first grade and should follow the same 
order of development. 

_ See the course of the first grade, and follow suggestions, in connec- 
tion with the adopted text, in the hands of the teacher, only. 

Text: Our Language, First Book. 

First Month: Pages 11-25. 

Second Month: Pages 25-39. 

Third Month: Pages 39-53. 



Manual and Couese of Study for Elementary Grades 39 

Fourth Month: Pages 53-67. 
Fifth Month: Pages 67-81. 
Sixth Month: Pages 81-95. 

Seventh, Eighth and Ninth Months: General review of pages 74 
and 75, b}' finding justification of these rules in readers. 
Continue story writing and letter writing. 

Third Grade 

In all texts and in all written work, note the following items in 
minimum requirements : 

CAPITALS 

Begin with a capital 

1. Every sentence. 

2. The name of a person. 

3. The name of a place. 

4. The name of a month. 

5. The name of a day. 

6. The first word of a line of poetry. 

7. The words I and 0. 

8. Words in the title of a book. 

9. All initials should be written a/; capitals. 

the period 

A period should follow 

1. Every telling sentence. 

2. Every initial. 

3. Most abbreviations. 

QUESTION MARK 

A question mark should be placed 

1. At the close of every asking sentence. 

THE COMMA \ 

1. Use after the name of the person addressed. 

2. In writing dates. 

3. Preceding a quotation. 

4. Use in a series. 

- THE HYPHEN 

1. At the end of a line to show the division of a word. 

2. In compound words. 

Continue letter writing and reproduction of stories. 

Text : Smith's Our Language. 

First Month: Pages 95-106. 

The paragraph. 

Possessive forms. 

In readers, watch for all such forms. 



40 State Department of Education 

. Second Month: Pages 107-115. 

Continue drill on correct punctuation of the name of the person ad- 
dressed and of quotations. 

Third Month: Pages 119-134 to Section 105. 

Contractions, poems, the exclamation. 

Fourth Month: Pages 134, Sections 105-144. 

Grammatical forms. 

Fifth Month: Pages 145 to Section 125, page 158. 

Grammatical drills and proverbs. 

Sixth Month: Page 158, Sections 135-170. 

Picture study, poems, and letters. 

Seventh Month: Pages 171-185. 

Descriptions and discriminating study of poems. 

Eighth Month: Pages 198 (a) -199. 

Additional sources of language lessons. 

Ninth Month: 

Eead and discuss selections from readers, drilling on matters speci- 
fied as minimum requirements. 

A child in the third grade can be taught certain mechanical facts 
of writing, and can acquire the habit of putting his writing in correct 
form, without conscious effort. Time should not be wasted in the 
effort to teach grammar to pupils in this grade. The aim of the work 
should be thought development and mechanical correctness through 
force of habit. Guard against permitting pupils to form habits of in- 
correct form. 

ENGLISH 
Fourth, Fifth, and Sixth Grades 

Composition has a place in the elementary school that children may 
be taught to express themselves in both oral and written language 
easily and clearly. And it is to be remembered that they learn to talk 
and write just as they learn to read — by practice, and by practice only. 

The study of formal grammar is of little value in the elementary 
grades. Although the truth of this statement has been generally rec- 
ognized, in few school systems has this belief been carried out in prac- 
tice. For frequently the teacher thinks of composition only as written 
composition, and since she cannot correct great numbers of papers with 
benefit to the pupil and without undue labor on her part, she turns to 
formal grammar to fill up the time between the relatively infrequent 
compositions. 

The text used in the fifth, sixth, and seventh grades touches a num- 
ber of topics in grammar. Frequently the exercises are too difficult for 
pupils in these grades. When this is the case, the teacher should omit 
them and supply easier sentences. While the exercises in the text should 
be supplemented greatly, it is not expected that the teacher will lead the 
class any further into the subject than is indicated in the texts. 

There are several reasons for giving to elementary pupils a mini- 
mum amount of grammar. One is that the pupil may become some- 



Manual and Course of Study for Elementary Grades 41 

what acquainted with grammatical ideas and nomenclature before tak- 
ino- up a deeper study in the high school. Another is the aid derived 
in'composition work of a knowledge of correct forms. A third is its 
aid in developing the reasoning power. Lastly, the study ot the sen- 
tence aids in developing what might be called the sentence sense— the 
child'^ ability to distinguish a sentence from a phrase or clause, and to 
construct its parts properly from the standpoint of completeness and 

In these grades the pupil can and should receive thorough drill on 
the follovnng: 

Analysis of simple sentences containing 

(1) " Adjectives and adverbial modifiers. 

(2) Subject (or attribute) complement. 

(3) Direct object. 

(4) Direct and indirect object. 

(5) Object of a preposition. 

(6) Direct object and object (objective) complements. 

(7) Adverbial phrase. 

(8) Adjective phrase. 

Analysis of more difficult sentences should not be attempted, because 
such work is bevond the child's reasoning power. 

He can also be taught the mechanical facts of grammar— those which 
can be memorized, such as formation of the plural and of the pos- 
sessive case, comparison of adjectives and adverbs, principal parts of 
verbs in common use, correct forms of verbs with certain kinds of sub- 
jects declension of pronouns. Correct forms can be fixed in the mem- 
ory by repetition, even before the child understands the reason for their 
correctness. The reasons should be added as he develops power to un- 
derstand them. 

Teach thoroughly whatever you attempt to teach. Use numerous 
exercises to impress each fact taught, and do not attempt to teach many 
facts at once. The teacher should be ever watchful to require correct 
grammatical forms in the child's oral work, and also in his written 
composition. 

The pupil should be made to feel that his training m language is 
closely connected with everything he does, and that fluency and clear- 
ness of expression will make for proficiency in any of his activities. 
Not only should his other studies be drawn upon by the teacher m 
assigning subject matter, but his written work in other classes should 
sometimes be used as a composition exercise, corrected and graded as 
English work. Moreover, each teacher should feel a responsibility for 
the"^ pupil's English and should demand of him in every branch of 
study written work, correct in form, and the best oral_ expression of 
which he is capable. Those subjects which allow of topical recitations 
offer a fine opportunity in training to talk, and even arithmetic de- 
mands clear and definite phrasing. 

The work in reading, geography, history, civics and current events 
should be closely correlated with his work in language. The thoughts 
and feeling of a child are stirred by the use of subject matter which 
he understands. The greatest factor in his language development is 
to make it a part of his life. It is earnestly suggested that the teacher 
of Enszlish use all these valuable associations. 



■^^ State Department of Education 

ACTIVITIES OE THE ENGLISH PERIOD 

Activities suitable for such a period are: 

1. Oral drills. 

2. Dictation exercises. 

3. Informal conversation in which the pupils are led to discover 
relations which do not lie on the surface, or are put in possession of 
new words and expressions. 

4 Reports or discussions, when pupils present to the class some 
matter oi observation or opinion. 

5. Oral stories told by the teacher and retold by the pupils. 

6. Learning poetry by heart, discussion, illustration, repetition of 
lines dictation. Such an assimilative method of memorizinp; is more 
than learning it stanza by stanza. 

7. Writing compositions. 

8. Correcting and criticizing written work. 



DRILLS 



The common errors of speech are never reached by written composi- 
tions. The frequent oral drill, in which the pupil repeats the correct 
tonn m natural sensible sentences is the only way to eliminate these, 
ihe ear niust become so accustomed to the correct form that it at once 
detects the incorrect. Three to five minutes daily is not too much to 
be given to this work as needed. Written drills must be given to cor- 
rect particular errors. Such errors taken up one at a time can be cor- 
rected more effectively by sentence work than by long compositions. 
Dictation exercises are to be given to fix habits of punctuation, capi- 
talization and spelling. Complete paragraphs are better for such 
work as this than .detached sentences. Most of the Errors for which 
the schools are blamed can be corrected by such drills, and plenty of 
time should be given to them. "^ 



ORAL COMPOSITION 



Oral language deserves more attention than written language, and 
frequent exercises m oral composition will well repay both teacher and 
pupil, io be able to say several sentences on a definite topic is an 
accomplishment well worth striving for. Courage, independence, and 
increased power of expression are the gains that are sure to come to 
the pupil who frequently practices such connected speaking. Oral com- 
position presents an excellent opportuity to teach organization, and in 

pupil b^^^^^^^ ""'' '^ ''' '''' ""''''' '' ^'^^'^^'^ --iiy ^y the 



LETTER WRITING 



This IS .he only work of composition that many people will ever en- 

£f fl?';'".? '^'^'^^ •*'' ^''^^ ^ -°°^ ^^tter will be of more practical 
beneiit to the great ma:ionty than ability in any other form of com- 
position. Also, it IS the easiest means which may be used bv the 
teacher to motivate composition work. It should be emphasized in 
every grade and letters of all kinds within the comprehension of the 
pupil should be written. The teacher should seek to arouse a -ood let 



Manual and Course of Study por Elementary Grades 43 

ter ideal in form, expression, and arrangement, which will prevent 
careless work in the years to come. Contests in letter writing stimu- 
late interest. 

A short blackboard composition written by the pupils, and corrected 
in class by both teacher and pupils is a very helpful exercise. Such 
compositions should be used frequently in the fourth and fifth grades. 

Sometimes it is helpful to cut from pupils' compositions sentences 
to be passed about the class and placed upon the blackboard for criticism. 

Fourth Grade 

Language work should be largely oral, and all written work should 
be first developed orally. 

Minimum Essentials 

CAPITALIZATION 

1. First word of a sentence, first word of a quotation, I and 0, 
proper names from the geography, and names relating to the child's 
own town, home, family, and friends. 

PUNCTUATION 

1. Teach the period after the statement and the command, the ques- 
tion mark after the question, the exclamation point after the exclama- 
tion. 

2. Teach the comma after words of address, after words yes and 
no ; teach the use of the comma in a series, and its use to set off quota- 
tions. 

3. Teach the use of the apostrophe to denote possession, and to show 
omission in the common contractions. 

PARAGRAPHING 

1. Teach the paragraph indention; namely, teach the child to place 
the first word of each paragraph to the right of the beginning of the 
other lines, leaving an indention of about one inch. 

2. Teach the principle of unity— that all sentences of a paragraph 
must relate to the same subject. 

LETTER WRITING 

1. Teach correct form of heading, address, salutation, and conclu- 
• sion. Let the child form the habit of arranging letters in paragraphs, 
with the proper paragraph indentions. Frequent blackboard exercises 
are necessary. 

GRAMMAR 

Teach subject, predicate, adjective modifier, and adverbial modifier. 
Give drill with easy sentences. Teach declarative (or assertive), inter- 
rogative, imperative, and exclamatory sentences. Teach noun, pronoun, 
verb, adjective, and adverb. If the "child is drilled thoroughly on sen- 



44 State Depaetmeis^t of Education 

tences containing these simple elements, so that he knows them prac- 
tically, a good foundation is laid. Begin simple analysis by having the 
child follow this outline : 

1. Kind of sentence. 

2. Complete subject. 

3. Complete predicate. 

4. Subject noun or pronoun. 

5. Predicate verb. 

6. Modifiers of the subject noun. 

7. Modifiers of the predicate verb. 

Supply very simple sentences for practice. Avoid the use of dia- 
grams. Oral analysis and blackboard analysis give better practice in 
English, and are less likely to result in purely mechanical work. 

Eequire of the -child constructive work— that is, have him compose 
numerous sentences containing the kinds of grammatical elements 
which he studies. 

Use from the text-book the exercises relating to correct usage. 

Teach the simple rules for forming the plural, and the comparison 
of the most common adjectives which the child uses. 

Fifth Grade 

Review all work outlined for the fourth grade in this course, making 
sure that the children are thorough. 

capitalization 

Add use for titles, names of the Deity, common nouns when associated 
with proper names so as to form a proper name. 

punctuation 

Add the use of the comma in separating phrases of a series, in set- 
ting off pairs of words, and in separating clauses of a compound 
sentence. 

PARAGEAPHING 

Drill on fonn— use of indention, and on the principle of unity, 
leach the child to make a short outline of several topics, and to ar- 
range m a separate paragraph all that is written on each topic. 

composition 

In this grade short debates can be begun on topics suggested by les- 
sons m reading, geography, or patriotic work. The class can be di- 
vided into groups of four, two to debate each side of a question At 
the close of each debate, the class can take a vote as to the winners or 
judges can be appointed from the class. 

^ Much drill in letter writing can be given. Pupils will enjoy writ- 
ing letters from imaginary children in other countries, and also let- 
ters to imaginary or real children in other states and other countries. 
Teach a simple business letter in which the child gives an order for 
some commodity, or subscribes for a periodical. 



Manual and Course of Study for Elementary Grades 45 



GRAMMAR 



After reviewing thoroughly all work of the fourth grade, add the 
following 

1. Compound subject. 

2. Compound predicate. 

3. Compound sentence. 

4. Preposition, conjunction, interjection. 

5. Direct object. 

6. Subject (attribute) complement. 

Teach the child to analyze sentences containing these elements and 
to compose sentences containing these elements. Drill on the difference 
between the object and the subject complement, and see that the child 
understands it clearly. 

Teach lessons on correct usage in the text. 

Drill on the difference in use between the past tense and the past 
participle of a verb. See that the child understands clearly that the 
past tense is used alone, while the past participle must be used with 
some other verb, as a form of he or have. Arrange exercises giving 
practice in the use of the most common irreg-ular verbs. 

Take additional rules for the plural, and study comparison of ad- 
jectives and adverbs, adding words not formerly used. 

The work outlined here comprises the minimum essentials. The 
teacher should add such other simple details as will make the pupils 
more thorough or add interest to the course. 

Sixth Grade 

Review all work given in the course for the fourth and fifth grades. 

In capitalization and punctuation, add all uses for which a need is 
found in the pupil's work. Teach the use of the semicolon in sepa- 
rating clauses of a compound sentence when no conjunction connects 
the clauses, and the use of the colon to precede a formal summary, or 
to follow words of formal address in a letter. 

The pupil should learn to make his own simple outlines for compo- 
sitions and to follow them in writing. Frequent exercises in letter 
writing and in debates can be made interesting, if correlated with the 
work in other subjects. Begin in this grade to train the child to take 
notes intelligently of what he does or what he studies. Exercises in 
keeping a diary may be made entertaining. 

Practice in writing business letters of various practical kinds should 
be given. Teach the pupil to avoid hackneyed phrases. Dictation ex- 
ercises are useful for practice in capitalization, punctuation, and para- 
graphing. Teach the children to write brief dialogues with explanatory 
words, giving drill on paragraphing dialogues and the use of quotation 
marks. " Practice in writing short plays will be found interesting. Con- 
tinue the work in short oral and written debates. 

GRAMMAR 

After reviewing all the work of the fourth and fifth grades, add the 
f ollovrinof : 



46 State Department of Education 

1. Complete (logical) subject (teach either term). 

2. Complete (logical) predicate. 

3. Simple (grammatical) subject. 

4. Simple (grammatical) predicate. 

5. Expletive. 

6. Subject (attribute) complement. 

7. Direct and indirect object. 

8. Direct object and object (objective) complement. 

9. Object of a preposition. 

10. Adjective phrase. 

11. Adverbial phrase, 

12. Review all the parts -of speech. 

Omit more difficult constructions. If the child learns these thor- 
oughly he is obtaining a good foundation. Use blackboard exercises, 
and require of the pupil construction of sentences containing all these 
elements. 

Drill on compound subject, compound predicate, and compound sen- 
tences. Teach independent clauses, but do not attempt to teach de- 
pendent clauses or complex sentences in this grade. 

Teach nominative, possessive, and objective case, vrith the use of each 
included in the constructions above. Take exercises in the text that 
relate to correct usage. 

Drill on the difference in use between an adjective anct an adverb, 
and the rule in regard to double negatives. 

Teach transitive, intransitive, and copulative verbs, active and pas- 
sive voice. Drill with practical easy exercises. 

Seventh Grade 

Eeview the work of the fourth, fifth, and sixth grades. 

In capitalization and punctuation, teach all new uses for which a 
need is found in the pupil's work. 

Composition work should include narration, description, and argu- 
ment, based on the pupil's work in other branches and on his own ex- 
periences and environment. Assign specific and not general topics. 

Organize the class into debating units of four each and have fre- 
quent debates. Require description of familiar objects, with the pur- 
pose of recognition by the class of the objects described. The study 
of civics and of public affairs may be made interesting by forming city 
councils, legislatures, and moot courts, in which pupils learn to carry 
on such activities. Clubs for debate, oratory, and this kind of work 
will aid in giving interest to school recitations. A large proportion of 
the time can be profitably devoted to oral composition, but regular 
work in writing should not be neglected. Pupils should receive regular 
drill on correctness of form, and careless work should not be tolerated. 

After reviewing the work of the fourth, fifth, and sixth grades, the 
following may be added: 

1. Common, proper, verbal, collective, and abstract nouns. 

2. Personal, interrogative, relative, demonstrative, and indefinite 
pronouns. 



Manual and Course of Study foe Elementaey Grades 47 

3. Transitive, intransitive, copulative verbs; active and passive 
voice ; regular and irregular verbs ; defective and redundant verbs. 
-1. Descriptive and limiting adjectives. * , 

5. Adverbs of time, place, manner, and degree, and modal adverbs. 

6. Co-ordinating and subordinating conjunctions. 

7. Teach complex sentences with noun, adjective, or adverbial 
clause. Teach use of noun clause as subject, object, or subject com- 
plement of a verb and as object of a preposition. Drill on analysis of 
simple and compound sentences. 

8. Eeview rules for plurals and add all not previously taken. 

9. Eeview rules for the possessive case, adding all not previously 
taken. 

10. Eeview comparison of adjectives and adverbs, adding words not 
previously taken. 

11. Study cases of nouns and pronouns as applied to uses already 
learned. Add the independent uses — independent by address, and the 
absolute use with a participle. Teach the declension of nouns and 
pronouns. 

12. Take the simplest uses of the participle and the infinitive, drill- 
ing- on the idea that the infinitive has the use of a noun, and the par- 
ticiple the use of an adjective. 

13. Teach indicative and imperative mode, present, past, future, 
present perfect, past perfect, and future perfect tense. Teach the cor- 
rect formation of the phrasal tenses. 

14. Teach number and person of nouns, pronouns, and verbs. In- 
clude exercises on correct use of person and number forms of verbs. 

Add such other exercises as time may permit and as may suit the 
development of the class. 

The following outline may be used in analyzing sentences selected 
from the readers or other text-books, or supplied by the teacher. No 
very long or involved sentences should be used. 

General Outline for Sentence Analysis 

T. The Simple Sentence. 

1. Kind of sentence. 

2. Logical subject and logical predicate. 

3. Analysis of the subject. 

a. Simple subject (subject noun or pronoun). 

b. Modifiers of the subject noun or pronoun. 

c. Analysis of compound or complex modifiers in tJie 

subject. 

4. Analysis of the predicate. 

a. Simple predicate (predicate verb) and its objects or 

complements. 

b. Modifiers of the verb. 

c. Modifiers of each object or complement. 

d. Analysis of compound or complex modifiers in the 

predicate. 
IT. The Compound Sentence. 

1. Give the kind of sentence, mention the independent clauses 
of which it is composed, and state how they are connected. 



48 State Depaktaient of Education 

2. Analyze each independent clause as if it were a simple 
sentence. 
Ill, The Complex Sentenee. 

1. Give the kind of sentence, and state of what independent 

clauses and what dependent clauses it is made up. 

2. Proceed as in the analysis of the simple sentence, disposing 

of the dependent clauses as noun, adjective, or adverbial 
elements,' taking each as a whole. 

3. Take up each dependent clause, tell its use and state what 

kind of dependent clause it is, and how it is connected 
with the independent clause ; then analyze it as if it were 
a simple sentence. 

NATUEE STUDY, GEOGEAPHY, AND AGEICULTUEE 

Since nature study, geography, and agriculture are so closely related 
in the materials with which they deal, they are herein outlined so as to 
fonn a continuous course beginning with the first grade and extending 
through all the grades in the elementary school. Upon such a founda- 
tion as tills, the science course of the high school may be safely built. 

First Grade 

NATURE study 

The natural johenomena of the vicinity are the best basis for nature 
study. The teacher should lead the pupils to see the things about them, 
and it becomes the teacher's task to unfold the beauties of the physical, 
natural, and animal world to her pupils. Nature study is geology, 
botany, and zoology made simple, and couched in terms that the child 
can understand. 

The direction that the study will naturally take will be to follow the 
seasons. The work should be correlated with music, language, number 
work, and drawing. Sing about, write about, talk about, measure, and 
draw the objects of study. 

Give lessons in directions. Teach the cardinal points of the com- 
pass. Have the pupils to point out the directions from which cold and 
warm winds and the rain clouds come. Make maps of the school-room 
and the school-yard, and use a sandboard for building up some of the 
elementary geographical concepts. 

Make excursions to the hills and valleys and streams, always looking 
for something in particular and for any new thing in general. Always 
have a definite plan for each excursion, and an aim to be achieved. 

In studying water, view streams of the neighborhood, and discuss 
them as types of the water courses of the countiy. Consider the uses 
of rain, effect on, farms, roads, streams, rocks, alluvial deposits; the 
number of inches of rainfall in the community, and how to determine 
the number. Enumerate the uses of water. 

In studying the sky, call attention to the beauty of the sky and the 
clouds. Watch for beautiful sunsets. Make a weather chart which 
will show the bright and sunny days and also the cloudy and rainy 
days. Make marks on the weather maps to indicate the stormy days. 



Manual and Course oe Study for Elementary Grades 49 

j\Iake Aviiidmills and weather vanes, and show their use. Tell what 
winds are and what they do for us. Discuss the velocity of the wind. 

Carefully make a list of all the hirds that stay all the year in the 
vicinity. Make a list of those that stay a part of the year only. Have 
the pupils to report the month in which each kind leaves, and the month 
each returns. Eecord these days on a calendar or chart made for the 
purpose. Describe the bird that stays all the year; that h, tell how he 
looks, what he eats, where he builds his nest, and what are his habits. 
ISTame his enemies. Is he useful to us or harmful ? How ? 

Make a list of animals familiar to the different members of the class. 
Study the horse, cat, cow, and other useful domestic animals during 
the term. Why is the cat a dangerous pet for a child? 

What is an insect? Study the moth. Examine larvae and watch 
for pupae. Notice the change of the butterfly. Gather insect eggs and 
place them where the pupils can see the growth through the different 
stages. 

In the fall study plant lice, and talk of the damage they do to garden 
and farm plants. Study the caterpillar, the weevil, and the lady bug. 
Make a list of familiar trees. Teach the pupils to classify trees as 
deciduous and evergreen. Have pupils to name as many of each kind 
as they can. and add to the lists from time to time. Make a special 
study of the most useful trees. Have the pupils to name the uses of 
trees. Teach them to appreciate trees, and how to care for them. 
Observe Arbor Day with appropriate exercises. Every school ought to 
have a garden wherein flowers and other plants can be cultivated, 
studied, and enjoyed by the pupils. Nothing will arouse more interest 
among the children or be more productive of lasting good to the school 
than a well conducted school garden. 

In the fall; study the cotton plant. In the winter, study greenhouse 
flowers, if a greenhouse is accessible. If practicable, have a green- 
house in the school garden. In the spring and summer, study the 
connnon wild flowers so abundant in Texas. Make a flower calendar. 
Encourage pupils to bring flowers from homes and fields. Use flower, 
and seed catalogues. 

Fall Worlc 

Study conditions peculiar to autumn : shorter days, falling leaves, 
cooler weather, and preparations of man and animals for winter. 

Teach the points of the compass. Study fall flowers and gardens, 
the goldenrod and zenias. 

Tell the facts of the first Thanksgiving of the early settlers and 
draw comparisons between conditions then and now. 

Give the habits and characteristics of the domestic animals. 

Plant some bulbs about the last of October. 

Study the life of the Indian child. 

Winter Work 

Study the evergreen trees, the winter flowers and the birds that re- 
main with us. 

Teach some facts about the sun and the moon. 



50 State Department of Education 

Discuss heating and lighting our homes; the dangers of being care- 
less about fire. 

Study the life of the Eskimo child. 

All this work should be correlated with Language and Drawing. 
M.uch Avork can be given in connection with preparations for Christmas. 

Spring WorTc 

Do as much work out of doors as possible. Find the wild flowers; 
note what birds return first. 

Call attention to the budding trees, the fruit trees in blossom; dis- 
cuss the care and protection of trees and teach their many uses. 

Second Grade 
nature study 

The pupil is to spend the first and second years of school in a study 
of what might be termed home geography. In the third year, his hori- 
zon is broadened to include a study of the larger world about him. 

Nature study as outlined in the preceding grade should be continued. 
By means of the sandtables make concrete to the pupils ideas of slopes, 
hills, plains, mountains, valleys as seen in their locality. Employ pic- 
tures, excursions, geographical readers, books of travel to add vividness 
and to give concreteness to the study. 

In the fall, study changes in the landscapes, the variegated colors of 
the foliage of trees, and the everchanging hues of plants and flowers. 

What flowers bloom in this section of the state in the fall? What 
crops are harvested ? What vegetables are groAvn ? 

Study the migration of birds. 

What insects are most numerous in the fall? Give several lessons on 
the grasshopper. What has become of many of the insects seen in the 
spring ? 

Discuss the dog, his fidelity to man, and his love for his master, his 
unselfish devotion, courage, strength, endurance, intelligence, docility, 
ability and willingness to learn. Study the dog's work in the hunt, 
his keen scent, his speed and endurance. Make a special study of the 
shepherd dog. 

In the winter, make a study of clouds, vapor, dew, ice, frost, man's 
adaptation to nature in the various climates. 

Study plants of the greenhouse, winter crops, wheat, and oats. 

Make a special study of insectivorous animals, the frog as a type. 
Have the pupils feed flies, bugs, and other insects to the toad. Where 
do we find toad's eggs? At what season are they laid? Should the 
toad be killed or driA^en out of the garden? 

Discuss the condition of the trees in Avinter, the condition of the soil, 
Avinter plowing, and the elTeet of frost on the soil. 

In the spring, discuss the preparations of the soil for gardening and 
for farming, the germination of seed, plowing and tilling crops. 

Study the spring wild flowers, as the violet, the bluebonnet, and the 
daisy. Which of these is the state flower? 



Manual and Couesi'] of Study for Elementary Grades 51 

Study harmful insects, as cutworms, canker worms, and peach tree 
worms; then the beneficial worms, as bees, hornets, etc. 

Study the mosquito; find the eggs on stagnant water; place them in 
a vessel of water in the class-room so that pupils may see the changes. 
Notice the larva and pupa stages and then the full-grown mosquito. 
Discuss the mosquito's relation to diseases, especially malaria and yel- 
low fever. Discuss ways of exterminating mosquitoes. 

Notice the budding of the trees in the spring. Which trees are first 
to put on new foliage? On M^hat trees do blossoms appear before the 
leaves ? 

A good text on nature study for the grades may be profitably used 
in the hands of tlie teacher. 

Third Grade 

geography 

Geography is the driest subject or the most interesting subject in 
school, as the teacher chooses to make it. If it be taught as mere mem- 
orizing of uninteresting facts, it is the driest possible subject; and 
taught thus, it is one that is almost useless. But if the subject be 
vitalized by studying the earth as the home of man, and the prii>ciple 
be adhered to intelligently, it is interesting. 

Children may become interested in the people of a country by the 
study of the way those people live. This interest should be developed 
through the study of human affairs in .immediate touch with the life 
and observation of the pupils. For instance, all Texas children should 
know Avhat plants grow on Texas farms, and how each one is planted, 
cultivated, and prepared for market or for use. Take the cotton plant 
as an example. The children should know where it grows, the kind of 
soil necessar}'- to produce it. They should visit a cotton gin wherever 
possible, and see the process of separating the lint from the seed. They 
should visit a cotton factory and see how the cotton is made into thread, 
and how the threads are woven into cloth. 

Corn, wheat, oats, and rice should have a similar appropriate treat- 
ment. 

In the wool-growing sections, the production of wool should have 
special attention. 

AVhere possible, the children should visit a sawmill and planing mill 
and factory and see how the trees are manufactured i-nto planks, boxes, 
vehicles, machines, etc. 

The raising of cattle, sheep, hogs, and horses are important industries 
in Texas. Where and how these animals are raised and how they are 
prepared for the markets, and what constitutes their chief value are 
topics of interest. Knowledge at first hand of all these topics will 
have a wonderfully awakening effect on the minds of the children. A 
fund of this information stored away in their minds will furnish a 
basis for the study of the conditions of places and peoples in distant 
lands. 

This kind of work makes it easy to interest the city child in how the 
country child lives, and the country child in how the city child lives. 

An epitome of the commerce of the world can be seen by standing 



52 State Depaetment of Education 

in a store of the countr}' and watching the wagoner place in the house 
^lis load of sugar and coffee brought from the town, and by seeing him 
take back to town a load of chickens, potatoes, apples, or cotton, which 
the country merchant has bought from the people who raise such things 
near his store. 

Several interesting lessons can be made by the study of the things 
that pass through a country store. This leads naturally to a study of 
transportation. The farmer hauls his products to a country store, a 
village, or a city. The quality of the road determines the size of the 
loads. The road to the town leads over bridges, etc. From the study 
of wagon transportation, it is a short step to railroad transportation 
and water transportation. Teachers will doubtless be able to make these 
suggestions a starting point for much work in geography of the highest 
value. 

Encourage children to have gardens aud plant flowers and vegetables; 
give instruction in soils and care of gardens. Plant corn and beans 
in window boxes. Study a hen and chickens. Discuss child life in 
the desert. 

The teaching of geography in the third grade should be made as 
simple and concrete as possible; and since the book is in the hands of 
the teacher only, pictures, stereopticon views, post-cards, excursions, 
collections of material, and the sandtable may be used to the greatest 
advantage in making the work alive. 

In this grade the teacher should teach the child, in general, the sub- 
ject matter found on the first one hundred pages of Tarr and Mc- 
Murry's World Geography, Book I. Lessons should be carefully pre- 
pared by the teacher, and the subject presented to the child in story 
form, by means of questions, and by descriptions. Wherever possible, 
connection should be made with the child's own home environment and 
with his o^vn experience. 

Fourth Grade 

Tarr and McMurry's World Geography, Book I. 

The pupils here handle the book for the first time. 

Teach the pupils hoM^ to read the book. Go over the assignments 
with them, making clear any new material that they are to encounter 
in the preparation of the lesson. To leave them to grasp the whole 
mass of the materials alone is to invite failure and discouragement. 

The pupil's observational work in nature study and in the informal 
study of geograjDliy in the preceding grades has been a preparation for 
a more intelligent study of geography. 

Connect the lesson with his everyday life if possible. 

Assign definite lessons of reasonable leS^gth, and hold pupils to strict 
account for their preparation. 

Outline maps, even roughly made by the pupils themselves, are in- 
valuable when used with the pupils' daily preparation of the assigned 
lesson. The class as a whole may work together profitably in making 
relief maps, on sandtable, or out of flour and salt, and in making 
produ<3t maps, all co-operating in the gathering, preparing and placing 
of materials. 



Manual and Couese of Study for Elementary Grades 53 

First Month: North America, through the Southern States, pages 
101-131. 

Second Month: The Central and Western States, pages 132-158. 

Third Month: Dependencies and other countries of North America, 
pages 158-179, omitting pages 164-172 for later work. 

Fourth Month: South America and Europe, to the lesser powers, 
pages 179-195. 

Fifth Month: Complete the study of Europe and take Asia, as far 
as Japan, pages 195-207. 

Sixth Month: Study Asia, Africa, Australia, the East Indies and 
Islands of the Pacific, pages 207-210. 

Seventh Month: Study the Texas Supplement, pages 1-12. 

Seventh Month: Texas Supplement. Here the books should be in 
the hands of the teacher chiefly. The children should use the text as 
a reference book, as a basis for map dra^\dng, paying particular atten- 
tion to the natural boundaries, drainage (including principal rivers), 
and comparative changes in surface from eastern to western borders of 
the state. Stress the effect of surface upon climate. Maps cut from 
heavy manila paper or cardboard are excellent in the hands of children 
as patterns for tracing maps. 

Eighth Month: Complete the Texas Supplement, page 12 to end. 
Continue map work as before, stressing industrial life, products, and 
location of important cities. 

Ninth Month : Eeview of the United States, pages 164-172. 

Fifth Grade 

Tarr and McMurry's World Geography, Second Book, pages 26-197. 
Before beginning the work of this grade the teacher should study 
carefully the preface to this edition of the text. 

Minimum Requirement 

First Month: Pages 26-70. In adapting the Second Book to fifth 
year children, the greatest difficulty which confronts the teacher is 
selecting from a very full text the material to be stressed. The follow- 
ing outline ma}'' be found helpful in doing this : 

United States as a Whole 

1. Location : 

A. On what continent. 

B. Adjacent conntries. 

C. Bordering oceans. 

D. Nearness to the Tropic of Cancer. 

E. In what zone. 

2. Population : 

A. General location of oldest cities and sections. 

B. Eapid growth. 

C. Density in various groups. 



54 State Department of Education 

3. Industries : 

A. Kinds (defining each). 

B. Commerce. 

C. Manufacturing. 

D. Agriculture. 

E. Mining. 
P. Grazing. 

G. Lumbering. 

H. Pishing. 

I. Typical group for each industry. 

Neiv England States 
1. Stress : 

A. Glaciation. 

B. Sinking of Coast. 

Teach two bays, two islands, and a cape, going to the 
sandtable, if necessary, for review of definite forms. 

C. Climate. 

D. Industries. 

Teach one important city in connection with each industry. 

a. Lumbering (Bangor). 

b. Quarrying (Rutland). 

c. Pishine" (Gloucester). 

Pamiliarize children with names of common salt 
water and fresh water fish. 

d. Agriculture. AA^hy does it take form of truck farm- 

ing and dairying? Nearness to cities like 
Boston. 

e. Manufacturing. Stress use of water-power, which 

in this day is transformed largely into electric 
powers. Teach city types, such as Lowell and 
Waltham. 

f. Commerce (Boston). 

Middle Atlantic States 

1. Stress the effect of the location of mountains, rivers, and lakes 
upon the growth of various sections. Require definite knowledge of 
five rivers, five mountain groups, two lakes. 

a. Growth of New York. 

b. Philadelphia, Pennsylvania. 

c. Washinsrton, D. C. 

d. Bufl^alo^N. Y. 

2. Teach industries, with at least one important section or city for 
each industry. 

a. Agriculture. 

(1) Pruit growing, dairying in New York state. 

(2) Tobacco raising in Virginia, stressing Richmond 

as tobacco center. 

b. Mining. 

(1) Salt— New York. 

(2) Coal — Pennsylvania, stressing Pittsburg. 

(3) Petroleum, teaching its by-products. 



Manual and Course op Study for Elementary Grades 55 

c. Manufacturing. Stress "the development of steam power 

and electricity. 

d. Commerce. Stressing canals, railroads, and steamship lines. 

e. Fishing — on lakes, bays and oceans, stressing oyster fishing 

in the Chesapeake. 

Second Month: Pages 70-90. 

Stress the variety of industries in the central states. Bring out the 
differences between large cities here and those in the east. Again take 
at least one important city with each industry. 

Third Month: Pages 91-119. 

Fourth Month: Pages 119-148. 

Fifth Month: Pages 148-160. 

Sixth Month: Pages 161-181. 

Bequirements for Longer Schools 

Teachers in longer schools should work along lines suggested above. 
Each month, however, the outlines may be amplified, so that the fol- 
lowing division of work for a nine months' school is preferable. 

First Month: Pages 26-46. 

Second Month: Pages 46-70. 

Third Month: Pages 70-91. 

Fourth Month: Pages 91-108. 

Fifth Month: Pages 108-119. 

(Stress outline map work in connection with study of cities and 
transportation.) 

Sixth Month: Pages 119-146. 

Seventh Month: Pages 146-161. 

Eighth Month: Pages 161-181. 

Ninth Month: Pages 181-197. 

(Use the world map opposite page 396 as a model for outline maps, 
requiring pupils to draw the entire map, so as to accustom them to 
comparing the United States with other countries figuring in the world 
commerce. ) 

Sixth Grade 

Begin with Part II and study General Geography, South America, 
Europe, and the '^'Geography of the War" at the end of the text. 

First Month: Study to Ocean Movements, page 218. 

Second Month: Finish Part II and read pages 1 to 26, Part I. 

Third Month : Study South America. 

Fourth Month: Study to the Netherlands. 

Fifth Month: Study to Eussia. 

Sixth Month: Study to Italy. 

Severith Month: Finish Part III. 

Eighth Month: Study the first twenty-three pages of ''^Geography 
of the War." 

Ninth Month: Finish the "Geography of the War." 



56 State Department of Education 

The sixth grade course is arranged for nine months. If the session 
is six, seven, or eight months in length, time may be gained by study- 
ing the subject in the third, f-ourth, fifth, sixth and seventh _ months 
by topical outline, emphasizing only the most important topics. Do 
not hurry over the work of the first two months. 

Suggested questions on pages 198-206. 

The teacher must explain fully all work in advance. She should 
strive to make clear the topics presented and afterwards make the work 
concrete for the jiupil by some such questions as the following to which 
she should require definite answers : 

1. What two motions has the earth? What is the result of each 
of these motions? 

2. In what position is the sun when the day and night are equal 
all over the world? How often is this? 

3. What is the position of the sun on June 31 ? 

4. What is the position of the sun on December 21 ? 

5. How does the width of the zones depend upon the inclination 
of the earth's axis? 

6. What is a degree? Upon what does its size depend? 

7. What is longitude? 

8. From what line has the world decided to reckon longitude? 

9. Over how many degrees of longitude do the sun's rays pass in 
one day or twenty-four hours? In one hour? 

10. What, then, is the difference in sun time for each fifteen degrees? 

11. What is latitude? 

Seventh Grade 

The seventh grade should begin the work with the study of Asia and 
cover the subject matter as far as 409. 

First Month: Study to the Indian Empire, page 362. 

Second Month: Study to Australia and Island Groups, page 386. 

Third Month: Complete the text, page 410. 

Siiggestions 

Use Carpenter's Asia and Allen's Studies of Asia. Give detailed 
study of the Holy Ijand. Familiar Bible stories should be introduced 
to help fix places with events in Bible History. 

Note the rapid advance of Japan on China and study the cause. 
Study industries and products and show connection with voyage of 
Columbus and others. 

In the study of Africa, give special attention to Egypt and its his- 
tory. The biographies of Moses, Joseph, Gordon, Stanley, and Living- 
ston should receive special attention. 

Eeview the Philippines (page 158) in connection with the study of 
island groups. 

If the school session is longer than six months, spend a week or 
more on the "Geography of the War." 

Text: Tarr and McMurry, World Geography, Second Book. 



Manual and Coukse of Study foe Elementaky Grades 57 
AGEICULTURE 
Skv^enth Gkade 

Agriculture is pre-eminently the subject by which the school work 
should be linked to the home" life of the pupils, thereby making both 
the home work and that of the S(>hool more interesting. The course 
in agriculture should teach not only better methods of conducting the 
everyday farm operations, but . also the reasons for doing those things 
on the fann which are common to every farm boy and girl. By giv- 
ing the students an understanding of the processes of reproduction and 
growth of plants and animals, an insight into soil fertility and crops, 
and an appreciation of farm life, the activities of the farm will cease 
to be commonplace. 

In all seventh grade agriculture, fundamental principles should be 
taudit, never, however, in an abstract way, but always by concrete ex- 
amples drawn from the experiences of the pupils. The teacher must 
not be satisfied with the mere quizzing of the pupils on the next assign- 
ment. She must develop in her pupils habits of careful observation 
and reflection. In order to stimulate observation and judgment, experi- 
ments should be performed by the pupils, demonstrations made by the 
teacher, and observation trips taken to farms and other places of interest. 
Let no one say that she has no apparatus or no room for a school 
garden. A few tin cans, lamp chimneys, home-made boxes and seed 
testers, together with such chemicals and other materials as can be 
bought for a few dollars, will enable one to perform most of the exer- 
cises called for in the course. To be sure, a more elaborate equipment 
IS better, and should be secured when possible, but do not wait for an 
expensive equipment. 

The teacher should by all means own and study agricultural bul- 
letins and one or more" texts, besides the one studied by the pupils. 
These will assist in securing fresh problems, new illustrated matter and 
varied methods of presentation, so that the class work may offer the 
pupils interesting contributions not found in their text. Among the 
best books for this purpose are : Fundamentals of Farming and Farm 
Life, by Kyle and Ellis, published by Chas. Scribner's Sons, New York ; 
Agriculture and Life, by Cromwell, published by Lippincott, Phila- 
delphia. These have, in addition to an exceptionally clear presenta- 
tion, a full illustration of the subject-matter of each chapter, sets of 
interesting original farm problems to be worked out by the' pupils, and 
references to valuable free bulletins, and books for further study of 
each topic. They also contain helpful suggestions for the teacher and 
others on laying out and managing a school garden, on securing a farm 
library, and on" simple equipment for teaching agriculture in the rural 
school. With the aid of these books, and free bulletins issued by the 
United States Department of Agriculture, the State Department of 
Agriculture, the A. and M. College, the University of Texas, and the 
State Department of Education, any intelligent teacher, even though 
lacking experience in farm life or in teaching agriculture, should be 
able to provide the local problems, and carry out the class exercises 
which will give this course interest and life and connect the school work 
directly with the home. 



58 



State Department op Education 



The pupils should be led to see that the first thing to be considered 
m successful farming is the soil. Each school should be provided 
where practicable, with a plot of ground containing not less than one 
acre suitable for farm and garden plants. The condition of the plot 
should be studied as to drainage, fertility, composition, past and future 
crop rotation, and the crops to which the particular soil is best and 
least suitable. Make the study vital by connecting it directlv with 
tJie work done m the warden. 

Encourage pupils to discuss agricultural subjects .vith their parents, 
and get the best farmers in the community to come to the schoolhouse 
and m an informal way discuss with the teacher and pupils their 
methods and experiences. Let the teacher have the hour planned, and 
be ready to submit for his judgment some of the suggestions of the text 
Ferform some of the exercises suggested for the kboratory, the more 
tne better Encourage home experimentations and home work. Have 
pupils make various collections, such as weed and weed seed, insects, etc 
Provide samples of seed and free catalogues for their interest and 
guidance. If you have a school garden, encourage each pupil to keep 

Zt'Z ,' I'T''^ ^^ ^^-^ f i^ Preparation, cost of seed, depth planted, 
tim« planted, time required for germination, rate of growth, value of 
labor at so much per hour or day. number of times cultivated, and the 
value at market price. Strike a balance and see if there is a profit 
ren^edy!'' ^ carefully inquire the cause, and suggest a probable 

Encourage the organization of corn clubs, pig clubs, and cannino- 
clubs by cooperating with the county and home demonstration accent.'' 
Introduce into your school a system whereby a portion of the school 
c edit m agriculture may be allowed for boys^ club work^and a portion 
of the credit m home economics for girls' club work 

Ferguson's and Lewis' Elementary Principles of Agriculture. 

PHYSIOLOGY AND HYGIENE 

Suggestions 

Simple hygiene should be taught incidentally in the first grade. A 
fomiation of habits of cleanliness should be one of the leading aims of 
the tear-her. The teacher should tactfullv train the pupils to keep their 
hands fingernails teeth, and bodies clean. She should^each theVeces- 
s ty of clean water, clean food, clean air, clean surroundino-s, clean 
thoughts, and clean desks. '^ ' 

In addition to general lessons on cleanliness, attention should be 
directed to systematic exercises that promote deep breathing, correct 
posture m sitting and standing. She should cncourao-e free play bv the 
children. A teacher may be as efi^ective in the development of the child 
while performing her duty on the playground as in the school-room 

Begmning m the first grade, let the teacher take up the studv of the 
parts of the body such as the head, neck, arms, eves, ears, teeth,' tongue, 
etc. It IS not wel to burden the pupil with more knowledge than he 
can apply. Just the simple lessons in home and school sanitation and 
personal hygiene should be presented durin- the first two years The 
work should be done incidentally, but it should not be neglected \ ' 



Manual and Course of Study for Elementary Grades 59 

recitation period should be allotted to this 'Work on the daily program, 
and the teacher should tactfully apply her instruction as she directs 
the work and play of her class. 

First to Fourth Grade 
Physiology 

Use as a guide in the hands of the teacher only, Hartmann and Bibb's 
First Book of Health in the first, second and third grades. 

In the fourth grade take up the First Book of Health as a text. 
Study the subject systematically and complete the book. 

Sixth and Seventh Grades 
Suggestions 

Make the work practical, paying more attention to hygiene than to 
anatomy. Illustrate everything possible with specimens. Pay especial 
attention to such topics as the digestive system, temperance, the evil 
ellects of tobacco, the skin and kidneys, the bones, the muscles, blood 
in circulation, respiration, the nervous system, disease germs, intoxi- 
cants and narcotics, exercise, relief in emergencies, public sanitation. 

If possible, the teacher should make use of charts. She may have 
tlie students to make drawings in connection with the study of the eye, 
ear, heart, etc. Let it be the principal aim of the teacher, however, to 
teach that the essential idea of modern liygiene and physiology is clean- 
liness. The race has developed an instinctive horror for the unclean. 
The one great lesson that the boys and girls ought to learn in these 
studies is that it is their duty to wage eternal war upon uncleanness 
in every form and thus create an environment in which the body and 
soul may have a fair chance to thrive and to reach a full rounded de- 
velopment and cultivation. 

Special stress should be laid upon hygienic principles relating to pre- 
ventable diseases. The Health Primer arranged by the State Health 
Department, Austin, will be found helpful in this work. 

Give special attention to building up and maintaining a healthy 
body. Teach anatomy only so far as is necessary to impress the im- 
portance of rules of living in compliance with principles of hygiene. 

Text: Hartmann and Bibb's The Human Body and Its Enemies. 

In tht six months' school it may be advisable to begin the text in 
the sixth grade and complete it in the seventh grade. When the term 
is longer, the text could be completed in the sixth grade. 

PHYSICAL EDUCATION 

•A short time ago we (;onscripted ten million men, an army larger 
than any single nation called out in the great world war. About 
half of these men, because of obligations at home, were exempt from 
military duty. Of the remaining live million about fifty per cent were 
physically unfit for service. Thus instead of an army of ten million 
our country was able to raise from the first draft between 2,500,000 
and 3,000,000 men for military service. 



60 State Department of Education 

elementauy soptool 

There is nothing more important than that the school set aside reg- 
ular periods when the mind can be rested and the body strengthened 
by some kind of wholesome, pleasing, physical exercise. 
_ Every teacher shonld interest herself in some kind of outside activi- 
ties for her children, and should seek to foster in her pupils a whole- 
sonio interest in such activities as will make for mental relaxation and 
pJiysical development. The ability and inclination to do this should 
constitute one of the qualifications of the elementary teacher along 
with her qualifications to teach language, arithmetic, etc. 

As to the time devoted to this work there are no set limitations. It 
IS generally thought, however, that a period of ten minutes each day 
is better than thirty minutes twice a week. Certain habits are being 
corrected, and, to do this most effectively, periods often recurrino- are 
belter than long periods given less frequently. ° 

General Instructions to Teachers 

correlation with other studies 

Remember that hygiene and physical culture must be a part of every 
lesson taught — that every teacher teaches hygiene, physical culture, and 
citizenship, whether she realizes it or not. " Be vour best and you'll do 
your best for the children. 

VENTILATION 

Have all windows open top and bottom. Insist upon pupils remov- 
ing outer wraps of all kinds. Whenever practicable, conduct the work 
out of doors. 

CONTROL OF THE BODY 

If the exercise demands but one member of the body to act, pupils 
should be taught to move no member not affected by the "command. 

METHOD OF PRESENTATION 

Always explain and illustrate new exercises before having class do * 
them. When the exercise is thoroughly understood, numbers may be 
used instead of defining words. Work should not always be o-fven 
rhythmically, but the child's mind should be kept alert by unexpected 
commands. 

COMMANDS 

Preparatory commands should be given before the execution of the 
movement. All commands of execution should be given at the time 
the movement is to be executed. The preparatory commands should 
never be repeated after starting the exercise. 

BREATHING EXERCISES 

(Two-minute drill) 

For relaxation use this drill twice a day— once, in the middle of the 
morning session and again in the middle 'of the afternoon. All cloaks 



Manual axo Couese of Study foe Elementaey Geades 61 

and coats are to be removed at the command, ^'Eeady for physical 
drill." 

(All words in command are to be carefully noted, but words indi- 
cating action (underscored words), are to be emphasized in giving 
commands. ) 

1. Class dt. (At command, pupils sit with bodies pushed well 
back, but with shoulders free of desk; feet flat on floor; chest up; 
faces front, and hands resting lightly in lap.) 

2. Class stand. (Pupils, without touching desks with hands, rise 
facing windows; posture: heels together; toes apart; hands at sides 
with thumbs turned in; chest up.) 

3. InliaJe. (Take breath through nose.) 

Exhale. (Expel breath through mouth.) Repeat command three 
times. 

-i. Pace forward, 1, 2. Relaxing and stretching. Count 1, 2, 3, 4. 
(Hands thrown over heads, bring forward and downward until fingers 
touch floor with knees mibent (1). Bring finger tips to shoulders with 
elbow well in to body (2), then raise arms to a parallel position over 
heads (3). Position (4-). Repeat three times. 

5. Inhale. Exhale. (Same as three, with pupils facing windows 
again.) Repeat three times. 

Face forward. 

6. Class sit. 

SUGGESTED GAMES POR SMALLER CHILDREN 

The object of all indoor games is to give, in the shortest time, men- 
tal and 2>hysical relaxation ; therefore, any game that will induce a 
spontaneous laugh is good. 

1. Wigwag. 

2. Birdcatcher. 

3. Bean-bag-pass. 

4. Bean-bag-toss. 

5. Huckle, buckle, beanstalk. 

6. Polio w my leader. 

Outdoor games, more than those indoors, cultivate the team spirit, 
and are better for physical development because of the fresher air and 
the freedom for spontaneous physical activities. 

Outdoor games: 

1. Three deep. 

2. Hill, dill. 

3. Sheep and wolf. 

4. Ball relay. 

5. Cat and luouse. 

6. Outside follow my leader. 
Indoors : 

1. Wigwag. 

Raise windows, children stand at attentiofi. Teacher extends her 
hands, thumbs up, at the same time saying, "Thumbs up." Children 



63 State Department of Education 

imitate her motion. Teacher varies directions from up, clo^vn, wigwag, 
the children doing each time what the teacher does. When the teacher 
says one thing and does another, any child who does what is said in- 
stead of what is done, sits down. The teacher changes rapidly and 
usually gets every-one down in a very short time, with a hearty laugh 
as a result. 

2. Birdcatcher. 

Divide pupils into three or four groups, naming each group for some 
particular bird, as red bird, sparrow, hawk. Designate a space or 
corner as cage. The catcher is called hawk; he calls the name of a 
group of birds, who run to the cage, the hawk chasing, and all caught 
become hawks. Another group of birds is called and the hawks chase, 
and so on till all are caught. After the first call, the game progresses 
rapidly. 

3. HucUe, Bucl-le, Beanstalk is especially good. The children 
close their eyes, while the teacher or a child places some object, previ- 
ously agreed upon, in plain view of the pupils. At a signal, eyes are 
opened, children rise, and move about, looking for the object. " When 
a pupil sees it, he must not indicate his finding, but he "runs to his 
desk. When seated he says, "Huckle, buckle, beanstalk," to show that 
he has found it. The last ones discovering the article occasion much 
laughter. 

4. Ball Belay. 

Children stand in two lines beside each other, one behind another, 
and an equal number in each line. A large ball, or other object, is 
given to each "head man,'' and a goal, usually two chairs, eight or ten 
feet apart and twenty or more feet in front of the lines, is chosen. At 
a signal the leaders dash fonvard between and around the chairs and 
back to the new "head man," who receives the ball. The first runners 
go to the back of the lines, and so on. The line that gets its first 
"headman" back to the front first is winner. 

Folk dances and games should be used at the discretion of the teacher. 

games for relaxation 

7w the Schoolroom for Older Children 

The school play period might well come midway between the two 
recesses. Three to five minutes is ample time to use for this each day. 

1. "Last Man." 

This game is played with the children seated in rows at their desks. 
Indicate one pupil as runner and another as chaser. The chaser pur- 
sues the runner, who stops in front of a row, calling last man. The 
last man m the row immediately rises and becomes the runner, and 
the former runner sits down in the row, others in the row moving back 
one seat. If the chaser catches tJie runner before he can call last man 
their parts are exchanged, and the former chaser must call last man. 

2. Bean-hag Game. 

Have three small bags of one color and three of another color. I.ct 



Manual and Couese of Study eor Elementary Grades 63 

the room choose sides as for a spelling match. Have three circles 
drawn about a common center, with radii of one, two, and three feet. 
The leaders on each side take turns throwing bags, the bags falling in 
smallest circle counting fifteen, those in middle circle ten, and those 
in the largest circle five. After throwing, the leader goes foot and 
others throw. Scorekeepers at the blackboard keep a record of counts 
on the two sides, the side with the larger count winning the game. 

DEAWING 

Suggestions 

Drawing in the schools has many recognized values which justify 
giving it a place in the course of study. Correlate the work especially 
with nature study, geograj^ihy, and reading. Never allow it to become 
a dead subject. Adapt it to the daily needs. Work in constructing 
and decorating useful articles to be used about the ischool-room or at 
home is excellent. 

Materials Necessary for Each Grade 

The teacher should be supplied with the Teachers' Manual and Course 
of Study for the Practical Drawing Series. Brief suggestions are given 
in the front of each book. 

Book One — Soft pencil, drawing paper, scissors, crayola, and paste. 

Book Two — Soft pencil, drawing paper, scissors, crayola, and paste. 

Book Three — Soft pencil, drawing paper, scissors, crayola or water 
colors, and paste. 

• Book Four — Soft pencil, drawing paper, scissors, crayola or water 
colors, and paste. 

Book Five — Pencil, drawing paper, ruler, scissors, water colors, paste, 
and cardboard. 

Book Six — Pencil, drawing paper, water colors, scissors, ruler, and 
paste. 

Book Seven — Soft pencil, drawing paper, ruler, scissors, and paste. 

WETTING 

The aim of the teacher is to give each pupil a legible, regular, easily 
written style of handwriting. Eapidity, if not acquired at the* expense 
of quality, is desirable. 

The teacher who has not had a special course in muscular-movement 
writing should study carefully the directions given at the first of each 
of the adopted wn'ting books. Note the general directions at the back 
of the book. 

A model alphabet for both the capitals and the small capitals should 
be kept on the blackboard. All written work done by the teacher 
should be worthy of imitation by the pupils, and the child should be 
urged to do eveiT written exercise, in every subject, in his best hand- 
writing. 

However, there should be a regular Avriting period in which the child 



64 State Departmext of Education 

is taught how to write. These lessons should be given according to a 
.'Systematic plan. 

The copy book should be used to show the results of the teaching. 
In other words, it may be considered to be only a collection of the 
specimens of the child's writing. The copy is the model. In the pri- 
mary'- grades practice of the model should be done on the board or with 
a large pencil on unruled paper. Prom the third grade on, the child 
should use a pencil or pen. 

Each child should work diligently to acquire a regularity of slant. 
This comes principally as a result of good position of paper, body, feet, 
head, arm, hand and pen. 

Instill into the child the desire to have his writing improve mate- 
rially as the term progresses. 

It is of advantage to allow each child to measure a sample of his 
writing once a month by one of the scientific standard writing scales. 
The scale could be hung in a conspicuous place in the room. Try to 
have all children work up to the place in the scale that their best pen- 
man had reached at the beginning of the term. 

The following scales are good, and can be ordered at a cost of a few 
cents apiece : 

Writing Scale, by Edward L. Thorndike. Published by Teachers' 
College, Columbia University, New York City, New York. 

]Measuring Scale for Handwriting, by Leonard P. Ayers, Division of 
Education. Eussell Sage Foundation, 130 East Twenty-second Street, 
New York City, New York. 

Others may be used as desired. 

HISTOEY 

In every grade history should be taught to the child. In the pri- 
mary grades the story will be of persons — biogTaphy or of special events 
of interest. Thus his studv of histor}- before the formal beginning with 
a text-book is disconnected. It is when he begins with a special his- 
toiT text that the child proceeds to see events in their connection, and 
to study the great movements in the development of the life of the 
various nations. 

The following are some of the aims of the course of history in the 
elementar}' grades : 

(1) To arouse an interest in historical subjects through biography. 
This should begin ver\' early in the child's school life, not as history, 
but as a part of his reading and English work. Beginning with the 
third or fourth grade supplementary readers should be selected which 
contain biography. 

(2) To acquire enough of the facts of history to serve as a founda- 
tion and background for the Avork which is to follow. This would in- 
clude an appreciation of the historical events contained in a histor\^ of 
our country, these events arranged in chronological order. 

(3^ To bring the child, who is the potential citizen of our country, 
to a proper conception, so far a? he is capable at this age, of his place 
in society. If the child can learn to recognize during this period that 
he is a member of a community and not merely an individual with no 
social responsibilities, the time will lie well spent. Tlie class may be 



Manual and Course of Study foe Elementaey Grades 65 

used as a type and will serve as an excellent point of departure, if the 
teacher will use this to show that the same principles apply to the city, 
the county, the state, and the nation. 

(4) To develop a wholesome and intelligent patriotism. This de- 
velopment will be aided by emphasizing the facts as to how the nation 
through its government has aided the individual in giving him pro- 
tection, in satisfying his desire for knowledge by furnishing him pub- 
lic free schools, and by providing for its unfortunates in the various 
eleemosynary institutions. 

The study of history as a separate subject is begun in the sixth grade. 
Preparation for this work has been made in the preceding grades, if 
proper attention has been given to biographical study in connection 
with the reading and English work as suggested above. It is not be- 
lieved that the child at an earlier age is capable of appreciating history 
taught formally. 

Fifth Grade 

The adopted book is to be used more as a supplementary reader than 
as a history text. 

Make the study of biography prominent, but do not fail to organize 
the materials so as to give the beginner a connected view of the life of 
our country in some of its simpler aspects. 

Attempt to inspire loyalty to the memory of our forefathers who con- 
tributed patriotic service to our country's development. Create admi- 
ration for noble character, and exalt in the minds of the pupils the 
bravery, honesty, and unselfishness of the makers of our history. 

Estill's The Beginner's History of Our Country. 

Sixth and Seventh Grades 

Carefully prepared outlines are an aid to both teacher and pupil. 
The outline should be so planned as to present the important events 
and movements in brief to the pupil, and should be used principally 
as an aid in preparing the lesson. It should -stress important details, 
and omit the unimportant or give to them little space. Mere recital 
of topics, in which the child fails to connect events preceding or fol- 
lowing or to show their trend, is of small value. Each day's lesson 
should be connected with the history which the child has previously 
studied, until the life of each nation which he studies forms a connected 
whole before his imagination. 

assignment of lesson 

]\Iany teachers just beginning their work find this one of their chief 
problems. With beginners it is very profitable to devote as much as 
ten, or even fifteen, minutes to the assignment of the next lesson. The 
teacher ought to explain any difficult passages, point out what is to be 
emphasized and what may be omitted, pronounce difficult names, and 
make clear what places are to be located on maps by the students. Such 
consideration usually saves much time on the part of the students, and 
it is the means of avoiding numerous unnecessary mistakes. In the 
course of the explanation the teacher ought to suggest questions which 



66 



kState Department of Education 



will mvolye not mere repetition of the words of the texts, but indi- 
vidual thought. This will help greatly in giving the students the 
proper idea that their course in history is not only reading, but actual 
J^fl ^I P^^** ^°"^^ teachers make such question a regular part 

ot the day s work and place the questions on the blackboard, so that the 
students may copy them into notebooks. But always the assignment 
T^ii . ^ .^"^^^ ''^^"'' ^"""^ definite, not only as to what the students 
shall study but also what they shall omit. In the more advanced work 
less help should be given, so as to cultivate a certain amount of initia- 
tive on the part of the students. 

Sixth Grade 

One of the important values in the study of Texas historv- is that 
the pupil may be able to understand the Texas of today, her institu- 
tions, sentiments, and present needs. Moreover, the study of Texas 
history IS of value in arousing the pupil to a keener admiration and a 
deeper love for his state. Study the great men of the past, and the 
leading men of the present. 

The enthusiastic and capable teacher will so direct and teach that the 
next generation will not only appreciate but preserve and improve the 
commonwealth. 

Use a notebook for maps, stories, and clippings. Have the pupil so 
prepare it that he will treasure it in after years. 

Stfte^^^^*^ ^^'^ ^^""^^ "^^^ *^^ geography of Texas and of the United 

Text: Barker, Potts, and RamsdelPs A School History of Texas 
Supplementary readers may be used for additional work. 

Seventh Grade 

UNITED states HISTORY AND FEDERAL CIVICS 

In this year the child starts upon the second cycle of his study of 
history. Biography should still be used as a very necessary part of 
the supplementary reading but men now must be considered in con- 
nection with events. 

During this period dates should be studied in their relation to each 
other and as guides to events. The child should learn that dates within 
themselves are worth nothing. This phase of the work may be made 
more practical by selecting the most important dates, and bv making 
these the minimum requirements during this period. Some other lim- 
itations might be placed upon the requirements during the sixth and 
seventh years' work. Inasmuch as the text-book is prescribed, the fol- 
lowing are offered as the minimum requirements for a course of ele- 
mentary history, these to be selected from the adopted text and prop- 
erly organized by the teacher. 

The basis of these requirements is the report of a committee of the 
Minnesota Educational Association on elementary course of study deal- 
ing with the elimination of subject matter in the various elementary 
school subjects. 



Manual and Course of Study for Elementary Grades 67 

The following dates should be required: 

1. 1000 Norse discovery of America. 

2. 1492 The Discovery of America. 

3. 1607 Settlement of Jamestown. 

4. 1619 Slavery introduced into Virginia. 

5. 1619 The first representative assembly held in America. 

6. 1620 The Pikrims land at Plymouth. 

7. 1643 The confederation of the New England colonies formed. 

8. 1689 The beginning of the Inter-colonial Wars. 

9. 1754 Colonial Congress at Albany. 

10. 1763 Treaty of Paris at the close of French and Indian War. 

11. 1775 Battles of Lexington and Bunker Hill. 

12. 1776 Declaration of Independence. 

13. 1777 The surrender of Burgoyne at Saratoga — turning point o± 

The American Eevolution. 

14. 1781 Cornwallis surrenders ar Yorktown. 

15. 1787 Adoption of the constitution. 

16. 1789 Washington inaugurated president. 

17. 1803 Louisiana Purchase. 

18. 1812 War declared against England. 

19. 1820 The Missouri Compromise. 

20. 1823 Monroe Doctrine announced. 

21. 1846-48 War with Mexico. 

22. 1850 The passage by congress of the Omnibus Bill. 

23. 1861 Secession of the southern states. 

24. 1863 Emancipation Proclamation. 

25. 1863 Battles of Gettysburg and Vicksburg— turning point of the 

Civil War. 

26. 1876 Telephone invented. 

27. 1878 Electric -light invented. 

28. 1898 War declared against Spain. 

29. 1903 First wireless message sent across the Atlantic. 

30. 1914 Federal Eeserve Bank Act. 

31. 1915 Opening of Panama Canal. 

32. 1917 United States enters World War. 

33. 1919 Peace Conference at Versailles. 

34. 1919 First airplane crosses Atlantic. 



Learn only those made by : 

Columbus 

Magellan 

Balboa 

Vespucius 

Cortez 

The detailed study of the colonies should be confined to the study of 
one of each type. For example, that of Virginia, Massachusetts, New 
York, Pennsylvania, and Georgia. 



discoveries 




by: 




De Soto 


Champlain 


Cartier 


Hudson 


Cabot 


Marquette 


Drake 


Joliet 


Ealeigh 


LaSalle 



68 State Department of Education 

The study of wars should be reduced to: 

1. Eemote and immediate causes of war. 

2. Eesources. 

3. Plans of campaign. 

4. Turning point of war. 

5. Eemote and immediate results. 

Eeduce the studies of battles to the following: 

1. Braddock's defeat at Fort Duquesne, 1755. 

2. Battle of Quebec, 1759. " 

3. Battle of Lexington, 1775. 

4. Battle of Bunke^r Hill, 1775. 

5. Battle of Saratoga, 1777. 
0. Battle of Yorktown, 1781. 

7. Perry's victory on Lake Erie, 1813. 

8. Battle of New Orleans, 1815. 

9. Battle of Buena Vista, 1846. 

10. Battle of Mexico, 1847. 

11. Battle of Manassas, 1861. 

12. Battle between the :\lcrrimac and the Monitor, 1862. 

13. Battle of Gettysburg, 1863. 

14. Capture of Vicksbu'rg, 1863. 

15. Battle of Manila, 1898. 

Discontinue the use of the following terms in elementary history : 
indenture assumption resumption 

amnesty cabal imperialism 

filibustering manifesto belligerents 

specie payment demonetized reciprocity 

inflation communism economic 

The following topics might be omitted from an elementary course of 
history : 

1. The detailed and distinctive characteristics of various tariff acts. 

2. Sherman Act, Bland-Allison Act, and all other monetary leo-is- 
lation. ° 

3. Presidential campaigns except Jefferson's, Jackson's, Lincobi's, 
and Wilson's. 

4. Political parties except Federalist, Democratic, Whig, and Ee- 
publican. 

It is recommended that history and literature be correlated especially 
in the seventh grade. In this way the English work may greatly aid 
the history in that the history teacher may require the pupils from 
time to time to write short biographies. A part of a history examina- 
tion might be to require the pupils to write 200 or 300 word biogra- 
phies of the following: 

Columbus Hamilton Lee 

Washington Webster Lowell 

Franklin Boone Whittier 

Jefferson Lincoln Longfellow 

A set of maps and charts should be provided for the seventh grade 
history- and individual maps should be required. 



Manual and Course of Study for Elementary Grades 69 

The child shoulcl be taught some form of civics in every grade of the 
public schools. 

Federal civics should be correlated with United States history 
throughout the year. History may be given four days and civics one 
day each week. 

The teacher should make the civics lessons practical and a time of 
keen pleasure to the child. Let the children form a city council and 
see it at work. Permit them to hold an election according to pre- 
scribed legal methods. Let them organize a legislature and pass laws 
and form a moot court to try cases. As far as possible, teach them by 
practice the facts and customs that the study of civics presents. 

Current events and history of the present should not be neglected. 

"We, as teachers, must interpret in story form the great forces that 
lie behind the great world tragedy that is now over. The teacher who' 
does not use the war story is not using some of the very best material 
to awaken interest in related subjects. The geography and history of 
Belgium, France, Italy, Austria and Russia all have a new significance 
today because of the great war and America's part in it. 

Text: A Student's History of Our Country. 

MUSIC 

The work in music is recommended but is not obligatory. 
Suggestions in a Small One-Teacher School 

Seat pupils with the best voices in rear of room; medium voices next, 
monotones in front. 

Eequire an easy, erect sitting position, chest high, and feet flat on 
the floor. Children should frequently stand while singing; insist upon 
good posture. 

Give correct pitch for every song, using chromatic pitch pipe. Never 
guess at the pitch, nor allow pupils to do so. 

Singing should always be light, sweet, melodious, and without strain. 
Do not sing with pupils, — sing for them. 

In teaching rote songs, divide pupils into groups or small choirs. 
Teach the song to the best choir first, so that members of this group 
may be stationed with the other groups to aid them in learning songs. 
Teach words before attempting to sing the song; talk about it to arouse 
the pupils' interest. Sing it for them as a whole. 

Careful attention should be given to correct breathing, tone, quality, 
phrasing, correct pronunciation, distinct utterance, and song interpre- 
tation. 

Once a week, Friday afternoon perhaps, a special program in music 
should be given. Let pupils choose songs in advance to encourage a 
more careful memorizing of work. Competition between choirs may be 
encouraged. The less timid pupils may learn individual songs and 
appear on the program as a surprise to the rest of the school. In this 
way individual work may be encouraged. 



"^^ State Department of Education 

Lists of Songs for Smaller Children 

Progressive Music Series, Book One. 

Bubbles, page 9; Choo-choo, page 133; A Little Lady, page 13: 
Afternoon Tea, page 319; (Teachers' Manual) Billy and Betty, page 
^6; IJiree Little Heads, page 150: Grasshoppers Ball, page 152; Kris 
Knngles Song, page 160; Valentine Song, page 46; Umbrella Man, 
page 1?0; Little Eobm Redbreast, page 176; Raindrops, page 45; 
ihanksgivmg Day, page 141; Gingerbread Man, page 113; 0! Christ- 
mas Tree, page 125; Benediction, page 132; Good Morning, page 5; A 
Surprise, page 24; Upon a Morning Sunny, page 31; Goodbye, Mother, 
page 93; Ram, page 103; Washington's Birthday, page 85; Songs of 
Praise, page 79; Dancing Raindrops, page 75. 

All songs in Congdon Three. 

List of Songs for Larger Children 

Progressive Music Series, Book Two. 

Fuddle-dee-dee, page 6; The Raindrop Soldiers, page 9; September 

SPol^ii o^® ^^^^""^^ ^^''''^' P^S^ 11' A Strange Country, page 17; 
Ihe Shell Song, page 18; The Bee and the Butterfly, page 29 ; Old Eng- 
lish Nursery Rhyme, page 81 ; All Through the Night, page 41 

Lyric Music Series, First Reader. 

The Echo page 10; Sleep, Darling, Sleep, page 16; Let Us Be a 
Band page 29; Hymn of the Morning, page 44; The Honey Bee, page 
4^; The MiU-Wheel, page 69; Wee Bairnie, page 126; Little Sing 
Woo, page 329. r o , ^ 

Lyric Music Series. Second Book. 

rrJT;^!? ^''S"'- *^^ Bell-Buoy, page 59; The Sail Boat, page 60; 
The Month of Roses, page 62; Dream Wings, page 63; Good Morning, 
page 60; Invitations, page 77; Swing, Little Bird, page 89; Sleepy 
Time, page 100; A Spring Song, page 120; America, page 164; There's 
Music m the Air, page 167: The Star-Spangled Banner, page 176; 
Columbia, The Gem of the Ocean, page 178. r & , 

Flag of the Free and The Stars and Stripes from the "Story of 
che American Flag," by Wayne Whipple. 

America, the Beautiful. 

The following is a more complete outline that may be used in larger 
schools or those that have more time to devote to music 

The aim of the work in music is (1) to cultivate the love and appre- 
ciation of good music; (2) to develop that musical sense which exists 
m eyer}^ child; and (3) to train the pupil in an understanding of this 
great language of the emotions. 

General Suggestions: (1) Require an active position of the body in 
all smgmg. Children should stand for part of each lesson. Permit no 
loud smgmg, especially on low notes, where the tendency to produce 
harsh tones is greatest. (2) Require breathing exercises consisting 
ot deep mhalmg and prolonged exhaling. This can be gotten with less 
tension by letting the children imitate the sounds of nature, namely 
wind, waves, swishing of the trees, bees, sounds we hear in everyday 
iJle as bell, electric fan, sawmill, engine, etc. (3) Individual singin^ 



Manual and Course of Study for Elementaey Geades 71 

sliould be encouraged in all the grades and unison singing should be 
required. (4) Accurate pitch is very necessary at all times when 
pupils sing. Do not guess at pitch in starting songs for first and 
second grades. Use Congdon's chromatic pitch pipe, which is the ap- 
proved pitch instrument, (5) In all song work whether learned by 
rote or note, give attention to expression, which involves tempo, good 
attack, phrasing, clear enunciation, shading, and good tone quality. 

MOTIVES AND IDEALS* 

I. Justification of Music in Curriculum 

A. Development of taste for best music (through use of good 

song material and listening to masterpieces) 

B. Development of feeling or emotions 

1. Joy in nature. 

2. Love for humanity 

3. Patriotism and loyalty 

4. Development of religion and idealism (esthetics) 

C. Development of musical skill 

1. Use of the voice 

2. Interpretation 

3. Sight reading 

4. Intellectual appreciation ^ 

II. Subject of Music in its Eelation to Children 

A. Must possess permanent interest 

B. Must possess permanent value (See Bagley, Gilbert, Hall, 

McMurry, Partridge) 

C. Must appeal to various stages of physical and mental 

growth 

1. Kindergarten: folk dancing, action songs, singing, 

games, marching 

2. Primary Grades : folk dances, folk songs, songs em- 

bodying human relations, patriotic songs, nature 
songs, songs selected for definite content and 
simple structure — phrase repetition conspicuous 

3. Intermediate Grades: folk dances, folk songs, pa- 

triotic songs, story songs, mythical and legendary, 
hero worshipping. Definite problems to be mas- 
tered, topically arranged for drill and mastery 
of technical difficulties 

4. Grammar Grades: songs appealing to emotional 

nature. (Note: Throughout the different stages 
material must be adapted in range 'to vocal lim- 
itations to children. In primary grades songs 
with range entirely in head register. In ado- 
lescence, the changing voice must be considered 

*Mrs. Lula Griesenbeck, Supervisor of Music in the public schools of San 
Antonio. 



73 



State Depaetment of Education 



III. Method of Teachino- Must Vary with Stages of Children's De- 
velopment 

A. Primary Grades (6 to 8) : sensory period (Predominantly 

ear training) 

1. Concrete ideas — rote songs. (See interest, per- 

manent value, simplicity of content and struc- 
ture) 

2. Learning process, imitative 

3. Eepetition as a principle 

a. Period repetition through additional stanzas 

b. Phrase, motif and figure repetition 

c. Eepetition of figures in new songs 

4. Conscious observation of song experience by anal- 

ysis. Elements of phrase, motif and figure 

5. Beginning of synthetic process. Discovering famil- 

iar musical ideas as figures in new relation songs 

B. Intermediate Grades (8 to 12) : associative or drill period 

(Predominantly eye training) 

1. Interest maintained through concrete experience — 

more songs 

2. Attention becomes voluntary; theor}^ of work, need 

of mastery, development of will power 

3. Learning process, association 

a. Association of musical idea, tonal and rhyth- 

mic 

(1) Eeview familiar songs embodying a 

new problem 

(2) Bring consciousness to bear upon 

tlie problem 

(3) Isolate problem from context and 

drill upon it 

(4) Apply problem in reading new songs 

b. Organization of musical ideas 

(1) Ehythm, time values 

(2) Tone: diatonic major and minor re- 

lations; chromatic relations; part 
singing 

c. Drill. Formal memorization of definite ideas 

d. Synthetic process. Application: sight-read- 

ing, development of independent power 
and initiative 
4. Development of taste through listening to best music 
a. Ideals of tone, style, proportion 
C. Grammar Grades : adolescent period 

1. New song experience (Apply principles mastered in 

previous grades) 

2. ]\rusic must appeal to emotional nature 

3. Teacher must develop intelligent appreciation 

a. For emotional content, mood, atmosphere 

b. For form-structure, thematic divisions 



Manual and Coukse of Study for Elementaey Grades 73 

c. Of composers in relation to other great men 

of achievement (Place of listening in 
musical education — mechanical players) 

d. Of influence of historical setting and en- 

vironment 
4. Teacher must recognize changing voices 

a. Select suitably arranged music 

b. Have systematic voice tests and records 

Course of Study* 

first year 

The aim is to give each child the use of his singing voice and pleas- 
ure in songs as a- means of expression. There is some slight analysis of 
the mu'sical experience gained, consisting of aural recognition of phrase, 
measure, and beat, and of three forms of measure, namely, 2-beat, 3-beat, 

and 4-beat. . mu + a: • 

Songs are learned by rote, vocal practice by imitation. The stall is 
not presented. An average of one song a week should be given, and 
these songs should be beautiful, perfect as children's songs. 

Standards of Attainment at End of First Year 

(a) The ability to sing from memory, correctly and pleasantly, one 
stanza each, at least, of fifteen of the songs. 

(b) Not more than 4 per cent monotones 

(c) Ability to state form of measure in a strongly and simply 
rhythmic new song 

(d) Ability to recognize the phrase 

(e) Pleasure in song developed 

Methods of Measuring the Attainment 

(a) Intonation, vocal ease, vocal quality, accurate recollection of 
words, good tempo and rhythm 

(b) Individual singing 

(c) Individual test in listening and answering 

(d) Individual test: teaching singing first phrase and asking pupil 
to sins: the second phrase 

(e)^ Ask what shall be done with an unoccupied five minutes 

SECOND YEAR 

The added aim is to 2:ive the pupil loiowledge of staff notation and 
the ability to read ver\' simple music at sight, using the scale syllables. 
Ear training extended to oral and written dictation (the latter tonal, 
not rhythmic) 

Standards of Attainment hif End of the Year 

(a) Ability to sing at sight by syllables a simple phrase in any one 
of nine keys, after the position of the keynote is given : the singing to 
*Will Earliart, Director of Music in the public schools of Pittsburgh. 



''^ S^^TE DePAETMENT of EDUCATION 

bents in length ^ ' '^ '"=<=''«'»™1 tones of two, three or fouv 

Kk^l-S\/; rntr.^ '°« "^ ^■*'"^^ =-p'^ — -- 

keynote ^^i^^iC'tl^'t """^ ''"'<' »■> the staff (after position of 
Eh'ythn:'ic indt"ti™ nTrtu'ed '"™^ """"'°"= "^^ ">"- - (•»■ 

of Sts, to steilhrktth'of'ei^h'-^" '"'^ °' ™*^^ ^"'l t''^^^ ki-ds 
of beats for ruch note "fnrt L w / """""=' ""t involvmg fractions 
of measure ' *" "'"' " "<=='''-"' «' "* l«ast three kinds 

(f) PlSrLtnr' '" ' ■"' ""' '"' ™°*'°"^«°'' P-P"^ 

il^ei/iO(? of Measuring the Attainment 

(a) IndiWdual singing 

(b) IndividuaJ tests 

(c) Written tests 

(d) Individual oral and written tests 



THIRD YEAR 



the staff. unaanons laid for two-part smgmg, the letters on 

Standards of Attainment 

only LegljinffeaLr^es""' '' ''«''•■ ^'^ ^-^"^"^^' ^^'^^ -»^i^ containing 

(b) Techmcal knowledge of features to date 
signature -' ""™ ™^ "^^^ ^^^""5' ^^di'd by reference to its 

n.^l. Alh"u;?f'w"^,*" ri'' ? ^*'"' P-P-»<^ -a 3ig- 

(e) Pleasure in sono- 

con^lnS"" ''"'' '^ ^'"" ^^^^^^ '' articulation with music in the 

Methods of Measuring the Attainment 
(a) Individual singino- 

fla^nat^J^^t^^S^ai^^i^ IVT'' '''''' "^^^--' ^^^^P«' 
measures, etc.' ^ ^^tter-names of staff degrees, to write these, write 

(c) Oral or written tests 

(d) Oral and written dictation 

the home ''"''"^" '' '''' ^^^""'^ ^^ ^-j°3™t in the schoolroom and 



Manual and Course of Study for Elementary Grades 



75 



(f) Do you sing in Sunday school? Church? Do you hear any of 
the songs you sing in school sung or played in puhlic places ? 

FOURTH YEAR 

New features: Two-part singing established: the unequally divided 
beat 

Standards of Attainment 

The foregoine: and in addition: 

(a) The ability to carry in groups of three or four on a part, one 
part or the other in familiar two-part songs 

(b) Ability to name any one of nine keys from its signature 

Methods of Measuring the Attainment 

(a) Oral group tests 

(b) Oral or written tests 



FIFTH YEAR 



Characteristics: Extension of tonal and rhythmic study; two-part 
singing the regular routine, development of the group-spirit m song; 
organization of knowledge into a system; dawning recognition of the 
mood- qualities of songs and the value of nuance 

New features: The composition of scales (major) and the conse- 
quent systematic understanding of chromatics; the chromatic scale 

Standards of Attainment 

(a) Ability to carry, in duet, one part or the other in familiar songs 

(b) Ability to find and name the tones that compose the scale of 
anv one of nine keys 

'(c) Ability to write the signatures of the more frequently used keys 

(d) Ability to recognize by ear and name or define and write the 
important tonal forms and rhythmic forms so far as studied 

(e) Well defined musical interest and gi'owing musical taste 

Methods of Measuring the Attainment 

(a) Measure by oral tests, by twos 

(b) Measure by written or oral tests 

(c) Measure by dictation tests, oral and written, including written 
rhythmic dictation. Oral and written tests 

(d) Measure bv such questions as: At home and in company do 
you sinff? Do yoi/plav? Do you go to concerts ? Do you sing or play 
with your friends? What do you sing? What do you like best to sing 
or play ? What composition do you hear that you like ? etc., etc. Sight- 
singing and theoretical knowledge as before, now including new features 

SIXTH YEAR 

The emotional significance of music as well as its purely tonal charm 
beo-ins to become apparent. Expression of definite states of feeling 



'^^ State Department of Education 

standards of AUainvient 

\^\ iu-l-*^ *° '^'^'"'^ ^^y ^^ *^^e three parts 
4or or^'^tc'r key""' '"" ''^ ^^^"^^^^'^ ^^"^ ^^^^^ *^^ -^^^ of any 
/^^l i^'^'*7 *° ."^"^^ *^^ signature of any major key 

Methods of Measuring the Attainment 

(a) Measure by oral tests by threes 

(b) Measure by oral and written tests 

(c) Measure bv written tests 

Mfht} ,^l '"'" ""^ "..''''''' ^'"^ S™»P^ o' others? When where' 

SEVENTH YEAR 

-r. .tts;, :s,.='Sr=.ss;,e" " "• »■■■ 

standards of A ttainmcnt 

(a) Good theoretical knowledge of all features mentioned to date 

of 'misiet'"''""'"" ™" """^' (''^ "™"°S capaoit/for e™lttn 

th|pa^^fi!?:Se!;;Xtl:jtw:^T':;i!;r''^'* '--■^ ^' ^'^"- ^" 

orial^izatlrStoltaS" '""'' '''^'"^ ^ -*-=" ^^ <" -i'" 

-¥«f./^o^.s 0/ 7|fe«..,(nn^ the Attainment 
(a) Oral and written tests 
in,prLio"rted"- '"^*™'™"'^' player-piano, victrola, etc, with 
(e) Oral tests, a group on each part 



Manual and Course of Study tor Elementary Grades 77 
List oe Books 
1. For Teachers 

The Song Primer Teacher's Book, Silver, Burdett Co. 

T. Maskell Hardy, The Child Voice, Oliver DitsoD Co., Boston 

Frank E. Eix, Yoice Training for School Children, The A. S. Barnes 
Co. 

Dawson, The Voice of the Boy, The A. S. Barnes Co. 

Teacher's Edition for Elementary Grades, Ginn & Co. 

A New Graded List of Victor Eecords for Children in Home and 
in School, Educational Department, Victor Talking Machine Co., Cam- 
den, N. J. 

2. For Classes 

The Progressive Music Series, Silver, Burdett Co. 
The New Educational Series, Ginn & Co. 
The Song Series, The A. S. Barnes Co. 

Alys E. Bentley, Play Songs from the Song Series, The A. S. Barnes 
Co. 

Cushman and AndreAvs, Songs for the Seasons, The A. S. Barnes Co. 

Eipley and Schneider, The Art Music Eeaders, A. Flanagan Co. 

Ward, Stories of Famous Musicians, A. Flanagan Co. 

Akin, Opera Stories from Wagner, Houghton, Mifflin Co, 

The Art Music Eeaders, Atkinson, Mentzer Co. 

Eleanor Smith, Book of Children's Songs, Silver, Burdett Co. 

Jessie Gaynor, Book of Children's Songs, John Church Co. 

The Lyric Music Series Primer, Scott, Foresman & Co. 

Matthews, Songs of All Lands, American Book Co. 

Common School Book of Vocal Music, Silver, Burdett & Co. 

Songs of the Flag and Nation, Hinds, Noble and Eldridge 

Eecords for the Schoolroom 

PRIMARY grades 

No. 17004 Mother Goose Jingles, No. 1, Elizabeth Wheeler ,$ .75 

No. 35225 Mother Goose Jingles, No. 2, Elizabeth Wheeler 75 

No. 18076 Mother Goose Jingles, No. 3, Elizabeth Wheeler 75 

No. 17869 Around the Christmas Tree, Elsie Baker 75 

No. 18015 Eiley-Gaynor, Gingerbread Man, etc., Olive Kline 75 

No. 64161 Song of a Nightingale (real birds) 1.00 

No. 45058 Song of a Sprosser 

Song of a Canary and a Thrush 1.00 

No. 17103 Hansel and Gretel, German Folk Dance, Sousa's Band 

In the Spring, French Child's Song, Sousa's Band. . . .75 
No. 17084 Klapdans (Swedish Folk Dance) 

Shoemaker's Dance, Victor Band 75 

No. 18216 Thomas, Gavotte from Mignon (Xylophone), Eeitz 

Schubert, Moment Musicale. (2) Chopin, Mazurka. .75 
No. 17674 Old Black Joe (Celesta solo), Arndt 

Old Folks at Home 75 



78 



State Department of Education 



No. 60080 Babes in Toyland-The Toymaker's Shop, Herbert's 

Orchestra ~g 

No. A1295 (Columbia), Haydn, CMldren's 'symphony (toy instru- " 
ments) j \ j 

Currie, Children's Toy March 75 

No. 64197 Schumann, Traumerei (violin), Mischa Elman. '.'.'.'.'. LOO 

GRAMMAJEl GRADES 

Songs 

No. 87254 All Through the Night, Farrar 2 00 

^''* ?oo!I 5^™«-L^hi^^an, Bonnie Wee Things, McCormack .■.'.■ .* l.'oo 
No. 18274 Comm' Thro' the Rye, Claude Isaacs, boy soprano 

AT or.^-, ^ i^ooke-Nuttmg, Sing ! Sing ! Birds on the Wing 75 

No. 35617 Longfellow-Whitley, Hiawatha's Childhood, Elsi^e Baker 

ATn Q«i.n Wfellow- Whitley, By the Shores of Gitchee Gumee. 1.25 

No. 88150 Bonnie Doone, Melba. . orul 

No. 64324 Tennyson-Dolores, The Brook, Alma'ciuek." .' .' 1 00 

No. 64696 Ford-Novello, Keep the Home Fires Burning MVcor- 

mack ^ . ^^ 

No. 64605 Field-Nevin, Little Boy Blue, McCormack.' 1 OO 

No. 18338 Marseillaise, The (in English), Edward Hamilton 

AT r. ,no. .. Spangled Banner, Elizabeth Spencer 75 

No. 74039 Marseillaise (in French), Marcel Joumet ' ' " l 50 

No. 17442 La Paloma (in Spanish), Francisco " ' 

La Golondrina ^,k 

No. 87221 The Rosary, Schumann-Heink.' '/.'.'.'.'.'.'..'. 2*00 

No. 45135 Star Spangled Banner, Werrenrath 

America -. qq 

No. 17563 Anvil Chorus— II Trovatore,' Victor Chorus 

Pilgrim's Chorus— Tannhauser . 75 

No. A2165 (Columbia), Deep River (negro melody), Oscar 'Se'agle 

O Happy Day " -^ qq 

No. 87212 Carey- Ambrose, One Sweetly Solemn Thought,' 'oiu'ck- 

Homer 2 oo 

No. 30486 (Columbia), Cadman, From the Land of 'the Sky-Blue 
Water, Nordica 

Nevin, Mighty Lak' a Rose 3 00 

No. 35558 Spanish Ballads, Victor Mixed Chorus 

Neopolitan Favorites 2 25 

No. 88012 Star Spangled Banner, Emma Fames 

Dixie o on 

No. 17611 Medicine Sono-. mnni^T. Pot-v Tr,^,-„^„ /t^i'J^i:^:^ L!,^:: I:" 

No. 88178 Toreador Soi 

No. 96001 Quartette, Rigoletto, Artists'.".'.".'. .'.'/.]'. [ [ [ ] [ [ [ ' ' .' .' .' g.'oo 



Carmen, Gogorza 3.OO 

^ tto. Artists 6 00 

No. 70078 Quartette, Rigoletto, Victor Quartette. I's*^ 

No. 18277 (Old Rounds), Early to Bed. (2) Thre'e' Blind "Mice 
(3) Good-night 
Scotland's Burning. (2) Row, Row, Row Your Boat. 
(3) Lovely Evening 7^ 



Manual and Course of Study for Elementary Grades 79 

Old Negro Spirituals 

No. 17688 Go Down, Moses, Tuskegee Institute Singers 

I Want to Be Like Jesus 75 

No. 17890 Swing Low, Sweet Chariot, Tuskegee Institute Singers 

Steal Away 75 

No. A1888 (Columbia), Shout All Over God*s Heaven, Fisk Uni- 
versity Male Singers 
Swing Low, Sweet Chariot 75 

Band Accompaniments to Be Used in, Chorus Work 

No. 18145 My Old Kentucky Home. (2) Battle Hymn of the 
Republic 
Believe Me If All Those Endearing Young Charms. 

(2) Home, Sweet Home 75 

No. 17580 America 

The Red, White and Blue 75 

No. 17581 Star Spangled Banner, The 

Hail Columbia 75 

Band or Orchestra Music 
No. 16552 Faust, Waltz from Kermesse, Pryor's Band 

In Happy Moments (Maritana) ^. 75 

No. 18086 Willis, It Came Upon the Midnight Clear. (2) Men- 
delssohn, Hark ! the Herald Angels Sing. (3) Han- 
del, Joy to the World, Orchestra 75 

No. 17668 La Marseillaise, Sousa's Band 

Belgium National Air, Victor Band 75 

No. 35509 Poet and Peasant Overture, Orchestra 1.25 

No. A1211 (Columbia), Gounod, Funeral March of a Marionette, 
Orchestra 

Moszowski, Spanish Dance, No. 5 — Bolero 75 

No. 5464 Weber, Invitation to the Dance, Orchestra ". . . 1.25 

Violin 

No. 64457 Offenbach, Barcarolle— Tales of Hoffman, Maude Powell 1.00 

No. 74494 Dvorak, Humoresque, Maude Powell 1.50 

No. 74444 Beethoven, Menuett in G, Zimbalist 

Gossec, Gavotte in D, Zimbalist 1.50 

No. 64614 Boccherini, Minuet (with string quartette), Kreisler 1.00 

No. 64709 Paderewski-Kreisler, Paraphrase on Minuet 1.00 

No. 64644 Drdla, Souvenir, Elman 1.00 

The war has brought to us a realization of the value of the com- 
munity "Singsong." Teachers are urged to continue this activity in 
the communitv in which thev work. 



^^ State Depaetment of Education 

PATRIOTIC WORK 

Suggestions 

"Americanization is the achievement of national unity for world 
service upon the plane of our highest ideals. It is an unwavering and 
united progress toward the goal of those ideals which we confefs we 
have not yet attained, but for which we are still striving." 

— Dr. Charles Alvin BrooTcs. 

THE AMERICAN CREED 

Note.— This creed won the $1000 prize offered by the city of Balti- 
more. -^ ■jcm-i 

"I believe in the United States of America as a government of the 
people by the people for the people; whose just p1)wers are derived 
from the consent of the governed; a democracy in a republic- a sov- 
ereign nation of many sovereign states; a perfect union; one ^nd in- 
separable; estabhshed upon these principles of freedom, equality ius- 
and foriuiT'''' -^ ''^^'''^' American patriots sacrificed their lives 

the flag LAW 

. :lf7^'''' V ^'Vx ?'? ^^'^^' program of every school in this state 
shall be so formulated by teacher, principal, or superintendent as to 
include at least ten minutes for the teaching of lessons of intelligent 
patriotism, including the needs of the State and Federal governments, 
the citiJen "''''' '' ^*'*'' """'"^ *^'' obligation of the State to . 

Sec 2. That the board of school trustees of each and every com- 
mon, independent, or municipal school district be and is hereby re- 
quired to provide for a suitable United States flag and flagpole for 
each school buildmg m the district, and the expense incurred in carry- 
dlftrict P''^'''^''^^^ ^^ *^^e la^ shall be paid out of the funds of the 

Sec. 3. It shall be the' duty of the State Superintendent of Public 
Instruciion to issue to each county and city superintendent of public 
instruction m this State the necessarj^ instructions as to the enforce- 

Ttendlf % ""'^r^-^* f '">' ^^' ^^*y '^ ^^' ^°^^t.>' ^^d city super- 
+W +i! Public instruction m every county in this State to see 

i.tJl//''7'S'Ki-^ T*^? ^^^ '^^ ^^'' instructions of the State Super- 
intendent of Public Instruction relative to this law are carried out. 
The county superintendent of public instruction shall not approve for 
payment any vouchers drawn on the funds of the district until such 
tbfi . ffV'T ^°"^Plf ^\ith the provisions of this act; nor shall 
the president of any school board of any independent or municipal 
school district m this State approve vouchers for the payment o anv 

e~arricula ^"'"""'^ '' ''" '"^ ^^^^'^ ^^^^^ ^^^P^^^^ -^^^ - 



Manual and Course of Study foe Elementary Grades 81 

Sec. 4. Any official or employe of the public free schools failing to 
perform his or her legal duty in connection with the administration of 
this law shall be deemed guilty of a misdemeanor, and shall be subject 
to a fine of not more than five hundred dollars or removal from office 
or both fine and removal from office. 

Sec. 5. The fact that this nation is now at war with a foreign foe, 
and that the strength of a government of the people, by the people, and 
for the people must necessarily come of its citizenship, creates an emer- 
•gency and an imperative public necessity that the constitutional rale 
requiring bills to be read on three several days be suspended and that 
this act shall be in force from and after its passage, and it is so enacted. 

Effective March 20, 1918. 

resolutions passed by the thirty-sixth legislature 

Whereas, The Texas Flag Law places upon the State Superintend- 
ent of Public Instruction the responsibility of issuing to the schools 
instructions in regard to the details of the observance of the law; and 

Whereas, Intelligent care of the flag is a part of the lesson of pa- 
triotism, since the flag is t(5 the child the symbol of his love of his 
countiy; and 

Whereas, The Superintendent of Public Instruction is in hearty 
accord with the desire of certain members of the Legislature to pre- 
serve the flags now the property of the schools, and not to represent 
the patriotic feeling of our nation by tattered and discolored emblems 
on the schoolhouses of our State; therefore, be it 

Resolved, That it is the wish of the people of Texas, through their 
Eepresentatives in the Texas Legislature, that the State Superintend- 
ent of Public Instruction shall include, in instructions to city and 
county superintendents, provisions requiring the flag of each school- 
house to be kept within doors, to be displayed on the exterior of the 
building only in good weather, on suitable occasions, and at such regu- 
lar intervals as may be desirable, at the same time providing for such 
regular use of the flag in patriotic exercise as may inspire in the chil- 
dren of the State the proper reverence and enthusiasm for the Star 
Spangled Banner of the greatest republic in the Avorld. 

Note. — Teachers and school officers are requested to modify their 
use of the flag in accordance with this resolution. 

Children should be trained to stand at attention from the first bar 
till the last of the Star Spangled Banner whenever and wherever it is 
played. 

FLAG salutes 

Elag salutes are very interesting to children in all grades of school 
and offer one of the best opportunities for teaching respect for our 
national emblem. While it is not necessary to assemble the children 
on the grounds daily for the raising and lowering of the flag, it is, 
however, desirable to conduct exercises in saluting the flag from time 
to time. The- children should be taught simple flag salutes which they 
can use in their rooms daily or on the grounds as may be necessary 
and proper. 

At the opening of school the pupils assembled rise at a signal given 
by the teacher or principal. The flag is brought forward to the stand 



82 State Depaetment of Education 

of the teacher. While it is being brought forward, every pupil rises to 
give the flag the silent, or hand, salute, which is as follows: At a 
signal, as the flag reaches its station, the right hand is raised smartly 
till the tip of the forefinger touches the upper part of the forehead 
above the right eye, thumb and fingers extended and joined, palm to 
left, forearm inclined to about 45 degrees, hand and wrist straight; at 
the same time look toward the object saluted; drop the arm swiftly to 
the side. The pupil then takes his seat. The silent salute conforms 
to the military and naval salute to the flag. 

An appropriate "pledge" may accompany the military salute, in 
which event the salute is held to the end of the "pledge." Three pledges 
that may be used are suggested: 

1. 

I pledge allegiance to my flag and to the Eepublic for which it stands, 
One nation indi^dsible, with liberty and justice for all. (Boy Scout.) 

2. 

Flag of our great Eepublic — 

Symbol of human liberty — 

WTiose stars and stripes 

Stand for courage, purity and union; 

We salute thee (hold salute to end). 

Pledging our lives and sacred honor 

To guard and revere thee 

And our beloved country forever. 



I pledge my hand and my heart to my country. 
One country, one language, one flag. 
(In repeating the pledge the pupil places his right hand over his 
heart and, on coming to the last words of the pledge, salutes the flag.) 

MAKERS OF THE FLAG 
Fkanklin" K. Ijane 

This morning, as I passed into the Land Oflice, The Flag dropped 
me a most cordial salutation, and from its rippling folds I heard it say : 
"Good morning, Mr. Flag Maker.'^ 

"I beg your pardon, Old Glory," I said, "aren't you mistaken ? I am 
not the President of the United States, nor a member of Congress, nor 
even a general in the army. I am only a Government clerk." 

"I greet you again, Mr. Flag Maker," replied the gay voice. "I know 
you well. You are the man who worked in the swelter of yesterday 
straightening out the tangle of that farmer's homestead in Idaho, or 
perhaps you found the mistake in that Indian contract in Oklahoma, 
or helped to clear that patent for the hopeful inventor in New York, 
or pushed the opening of that new ditch in Colorado, or made that mine 
in Illinois more safe, or brought relief to the old soldier in Wyoming. 
No matter, whichever one of these beneficent individuals you may happen 
to be, I give you greeting, Mr. Flag Maker." 



Manual and Course of Study toe Elementary G-rades 83 

I was about to pass on, when The Flag stopped me with these words : 

"Yesterday the President spoke a word that made happier the future 
of ten milHon peons in Mexico; but that act looms no larger on the 
flag than the struggle which the boy in Georgia is making to win the 
Corn Club prize this summer. ' 

"Yesterday the Congress spoke a word which will open the door of 
Alaska; but a mother in Michigan worked from sunrise until far into 
the night to give her boy an education. She, too, is making the flag. 

"Yesterday we made a new law to prevent financial panics, and yes- 
terda}^, maybe a school teacher in Ohio taught his first letters to a boy 
who will one day write a song that will give cheer to the milhons of 
our race. We are all making the flag. "But, I said impatiently, "these 
people were only working!" Then came a great shout from The Flag: 

"The work that we do in the making of the flag. 

"I am not the flag; not at all. I am but its shadow. 

"I am whatever you make me, nothing more. 

"I am your belief in yourself, your dream of what a People may 
become. 

"I live a changing life, a life of moods and passions, of heartbreaks 
and tired muscles. 

"Sometimes I am strong with pride, when men do an honest work, 
fitting the rails together truly. 

"Sometimes I droop, for then purpose has gone from me, and cynically 
I play the coward. 

"Sometimes I am loud, garish, and full of that ego that blasts 
judgment. 

"But always, I am all that you hope to be, and have the courage to 
try for. 

"I am song and fear, struggle and panic, and ennobling hope. 

"I am the day's work of the weakest man, and the largest dream of 
the most daring. 

"I am the Constitution and the courts, statutes and the statute mak- 
ers, soldier and dreadnaught, drayman and street sweep, cook, counselor, 
and clerk. 

"I am the battle of yesterda}^ and the mistake of tomorrow. 

"I am the mystery of the men who do without knowing why. 

"I am the clutch of an idea, and the reasoned purpose of resolution. 

"I am no more than what you believe me to be and I am all that you 
believe I can be. 

"I am what you make me, nothing more. 

"I swing before your eyes as a bright gleam of color, a symbol of 
yourself, the pictured suggestion of that big thing which makes this 
nation. My stars and my stripes are your dream and your labors. 
They are bright with cheer, brilliant Avith courage, firm with faith, 
because you have made them so out of your hearts. For you are the 
makers of the flag and it is well that you glory in the making." 



84 State Depaktment ot' Education" 

THE DESTINY OF AMEEICA 

EXTKACTS FEOM SEVERAL SPEECHES OF PRESIDENT WOODEOW WILSON 

There is a very great thrill to be had from the memories of the 
AmericaiL Eevolution, but the American Revolution was a beginning, not 
a consummation, and the duty laid upon us by that beginning is the 
duty of bringing the things theii begun to a noble triumph of comple- 
tion. For it seems to me that the peculiarity of patriotism in America 
IS that it is not a mere sentiment. It is an active principle of conduct. 
It is something that was born into the world, not to please it, but to 
regenerate it. It is something that was born into the world to replace 
systems that had preceded it and to bring men out upon a new plane 
of privilege. 



We are participants, whether we would or not, in the life of the 
world. The interests of all nations are our own also. AVe are partners 
with the rest. Wha,t affects mankind is inevitably our affair as well as 
the affair of the nations of Europe and of Asia. 



The stage is set, the destiny disclosed. It has come about by no plan 
of our conceiving, but by the hand of God, who led us into this way. 
We cannot turn back. We can only go forward, with lifted eyes and 
freshened spirit, to follow the vision. It was of this that we dreamed 
at our birth. America shall in truth show the way. The light streams 
upon the path ahead, and nowhere else. 



AMERICA THE BEAUTIFUL 

Katharine Lee Bates 

beautiful for spacious skies, 

For amber waves of grain, 
For purple mountain niajesties 

Above the fruited plain ! 
America ! America ! 

God shed His grace on thee 
And croTiTi thy good with brotherhood 

From sea to shining sea ! 

beautiful for pilgrim feet, 

Wliose stern, impassioned stress 
A thoroughfare for freedom beat 

Across the valderness ! 
America ! America ! 

God mend thine every flaw, 
Confirm thy soul in self-control. 

Thy liberty in law ! 



Manual and Course of Study foe Elementaey Geades 85 

beautiful for heroes proved 

In liberating strife 
Who more than self their country loved, 

And mercy more than life ! 
America ! America ! 

May Grod thy gold refine, 
Till all success be nobleness. 

And every gain divine ! 

beautiful for patriot dream 

That sees beyond the years 
Thine alabaster cities gleam 

Undimmled by human tears ! 
America ! America ! 

God shed His grace on thee 
And crown thy good with brotherhood 

From sea to shining sea! 



THE TEXAS FLAG 

Jessie A. Bayers 

Tune: Bonnie Blue Flag 

With loyal hearts we greet you, 

Land of the tree and flower. 
First *mid your sister states you stand 

In majesty and power. 
From north and south and east and west 

The cry resounds afar, 
Hurrah! for the Texas flag, 

That bears a single star ! 

Chorus : 

Hurrah ! B[urrah ! 

For the Texas flag, hurrah! 
Hurrah! for the Texas flag. 

That bears a single star ! 

For Texas is a friend indeed 

And faithful to her trust, 
She welcomes unto Freedom's soil. 

The true, the brave, the just; 
And should a foeman's treachery 

Attempt her rights to mar, 
We'll raise on high the Texas flag 

That bears a single star ! 

Cborus : 



86 State Depaetmeistt of Education 

TEXAS LAND 

Elizabeth D. Kemiedy 

Tune : America 

Thou "Gateway of the West" 
'Tis thee I love the best 
My Texas Land. 

wondrous and divine 

Long may thy Lone Star shine 
O'er thee, fair land of mine — 
My Texas Land. 

1 love thy rivers deep, 

Thy plains that mighty sweep, 

From east to west. 
I love thy crystal air, 
Thy fields of grain so fair, 
None can with thee compare — 
I love thee best. 

Eemember Crockett's fame, 
Travis of deathless fame; 

Our sacred dead. 
"Eemember the Alamo." 
Where in the long ago, 
Bravely they faced the foe — 

Our martyred dead. 

land of heroes brave, 
"WTio died thy sons to save. 

Of thee I sing. 
May thou forever be 
From sword of foeman friee, 
A land of Liberty — 

God, our King. 



TAKEN FEOM THE LITEEAEY DIGEST 

The poem that follows has, in addition to its literary merit, real his- 
torical importance. Written by the foremost living poet of the South, 
the poet-laureate of the United Confederate Veterans' Association, it 
was read in Washington by General George P. Harrison, Commander 
of the United Confederate Veterans, during his annual address to that 
society. It was also read at a meeting of the Sons of Confederate Vet- 
erans. It is destined to be read at many other patriotic meetings in 
the South, and to find a place in all anthologies of poems associated 
with our nation's history. 



Manual axd Couese of Study foe ELEiiEXXAEY Geades 87 

UXIOX 

By Virginia Frazer Boyle 

Out of the mists and the storms of the years, 
Out oi the glon* of triumph and tears, 
Out of tlie ashes of hopes and of fears. 
The Old South stiU leads on. 

She is bringing today what her hands have wrought, 
"WTiat her mother's heart at her knee has taught — 
Her treasure of time that her blood has bought — 
To lay at the nation's feet. 

ISTot the tattered things which she waves today — 
Xot the Stars and Bars she has laid away. 
Nor the bended forms in their coats of gray — 
Her wondrous pledge to the past; 

But the spirit that stirs through the dust of the grave, 
Wherever the flags of the Union wave; 
The valor the God of her heroes gave 
To freedom and libert}'. 

She comes vrith the cr}^ that led her on. 
When freedom and liberty first were born — 
And the name of her peerless Washington — 
The rugged strength of her days. 

She has kept unmixed, through her years of pain, 
America's blood in its purest vein; 
As she gave to the past, she gives again. 
For the glory of her land. 

With a patriot's faith in the days to be. 
She is pressing the seal of destiny 
With the fame of her Jackson and her Lee 
The heritage of her sons. 

And she sees in her ruddy boy today. 
In his khaki coat, her lad in gray. 
And back of the drums her heartstrings play, 
"WTien the bugles shout and call. 

But her mother-love is not dismayed — 
She has laid her treasure unafraid 
On the shrine where the sad-eyed Lincoln prayed 
That the Union might not break. 

How they troop, that host that cau never die ! 
A nation's heroes passing by — 
The spirits that brook nor earth nor sk}- — 
For the deathless dead have heard: 



State Department op Education 

The}'- are marching out with a shadowy lance, 
With the sons of sons to the fields of France; 
And they stand at the guns while the bullets glance, 
Where England fights to win. 

Oh ! hallowed earth of the hrave and the free — 
Oh ! pledges of life and of liberty — 
They are keeping the tryst on the land and the sea. 
Of a nation forever one ! 



Manual and Course of Study por Elementary Grades 



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Manual and Coukse of Study foe Element.ajsy Gkades 93 



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94 Depaetment of Education 



SHIPPING DIEECTIONS 

Please ship to the Southern School Book Depository, of Dallas, 
Texas, the following old books that have been used in the public schools 
the past year: 

The New Century Spelling Book 

The Hill Eeaders, Books I to V 

The Arnold Primer 

The World Geographies, Books I and II 

Hopkins and Underwood's New Mental Arithmetic 

Eitchie's Human Physiology 

Meyers' General History 

Meyers' Ancient History 

Meyers' Medieval and Modern History 

All Latin books except new adoptions 

Any chemistry now in use except new adoptions 

Any civics now in use except new adoptions 

Please ship to Ginn & Company, Dallas, Texas, the following old 
books that have been used in the public schools the past year: 

Sutton and Bruce's Lower Arithmetic 

Sutton and Bruce's Higher Arithmetic 

Any Solid Geometry except new adoption 

Any history of Enghsh literature except new adoption 

Please ship to the Texas School Book Depository any History of 
American Literature that has be6n in use in the public schools during 
the past year. 



Manual and Coukse of Study foe Elementaet Gkades 95 



GOOD CITIZENSHIP CODE FOE PUPILS USING STATE 

TEXT-BOOKS 

PLEDGE 

Acknowledging my gratitude to the State for providing good schools 
and free text-books for my education, and recognizing the obligation of 
citizenship that this education places upon me, I pledge myself to obey 
the good citizenship code, 

THE law of EESPECT 

I will respect and take care of the property of the State. 

THE LAW OF OEDEE 

I will keep my books in good order at school and at home. 
I will arrange my books neatly in my desk. 

I will have one place at home in which to keep my books when I am 
not studying them. 

I will always keep my books together in the place where they belong. 

THE LAW OF CLEANLINESS 

I will keep my books clean outside and inside. 

I will not mark them with pen or pencil. 

I will not spoil their pages with finger prints. 

I will not put them down where they may become soiled. 

THE LAW OF HONESTY 

I will guard my books as a trust from the State. 

I will return in good condition to my teacher the books which the 
State lends me. 

I will replace or pay for those books that I lose or damage wilfully or 
imreasonably. 

THE LAW OF EIGHT DEALING 

I will keep my books fit for those to use who come after me as I 
expect those who come before me to keep their books fit for me to use. 



LIBRARY OF CONGRESS 



021 772 365 6 



BULLETINS OF THE STATE DEPARTMENT OF EDUCATION 



JiuJletiii 38. 

i*.u]letin 'V.K 

I'.ulK'tin 43. 

r»ullftiu 45. 

r>ullotiii 47. 

I!iil]ct.iii (iO. 

llnlletin 65. 

Hnlk'tiii 6S. 

IWillcriii li'). 
Hulletiii • 70. 

Ikilletin 71. 

i^lll(till 75. 



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74. 


Jkilletiii 


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IVulletiii 


31. 


Bulletin 


82. 


BiillotiJi 


83. 


lUilletin 


84. 


Bulletin 


85. 


Bulletin 


87. 


Bulletin 


91. 


Bulletin 


92. 


Bulletin 


93. 


Bulletin 


94. 


Bulletin 


90. 


Bulletin 


97. 


lUiUetin 


98. 


Bulletin 


99. 


liulletin 


100. 


Bulletin 


101. 


Bulletin 


10?. 


B.ull.'tin 


104. 



X()\V AVAIL ALLE FOE FEEE DISTUTBUTIOX 
1914 

llow- to Haiictlc ►Scliool Funds (Iiidepeiident Districts) 
Ifow to Handle School Funds (County) 

1915 
The Certification of Teachers in Texas 
The Rural School Law 
Forms and Directions. Indepeudent School Districts 

1916 
Scliool l?cciii-(ls and Iveports 

1917 
School Grouiids, Scliool Buildings, and Their Equi| ment 
Federal Aid for Vocational A.siri culture lor Texas under 

the Smith -Hughes . Law 
Statistical Tahles Texas Pul^lir. Sr.],,.,!^ 
School Laws of Texas 
P'it'teen Lessons in Food v on.scrvatu)!) 
Federal Aid for Vocational Home Economics in Texas 

undei- the Smith-Hughes Law - 

Federal Aid for Vocational Industrial Education in 
Texas under tlie Smith-Hughes L.iw 
1918 
Examiinitions and (Jertificates 
Texas High Schools, Classification and Affiliation and 

College Entrance Kecjuirements 
Rural Schools: liibrary and Equipment 
Texas High Schools : T^atin 

Modern Languages 
English 
'Mathematics 
Scierice 

Laborotor y Equ i ] tment 
Library Equipment 
.\ Year's Work in (reneral Agriculture 
A Year's Work in Vocational Agriculture (Plant Pro- 
duction) 
A Year's Work in Vocational Agricvdture (Anima' Pro- 
duction) 

1919 
Texas High Seliools: Directory of Teachers 
Public School Directory. ^ 

Free Text-Book LaM' 
Some Recent Legislation 
Summer Normal Bulletin. 1919 

Texas High Schools — Directory of Classified aaid Affili- 
ated High Schools 
School Legislation of the Second Called Session 1 hirty- 

Sixth Legislature 
St.nte Aid Schools (Equijiment) 



Texas High Schools: 

Texas High Schools : 

Texas High Schools : 

Texas High Schools: 

Texas High Schools: 

Texas High Schools : 



